School Committee 10.16.25

001on Zoom. See if there are any comments on Zoom. But um for the people in the room, if you wish to make a comment, um I'll ask you to come to the podium. Um when you offer your comment, I'd like you to um provide your name. Um and please spell your last name so that um we can make sure that we get it in the minutes. Um we will time everyone's comments. Um we give you three minutes. Um, and uh our timer and she'll let you know when you have about 30 seconds left. Um, and I What else do I need to say? Um, just know that this is an opportunity for us to listen and for you to be heard. Um, so it's not a dialogue or a back and forth. It's listening. Um,

002and so you ready to hear what you have to say? Um, and we'll start here in the room and then we'll check in a couple of minutes and see whether we have anyone on the welcome. >> Hi, Stacy M. Mer. Um, I'd like to take this opportunity to reiterate my concern about the superintendent contracts being um, proposed tonight. According to the Desi and Mirable school districts in the graphing area, salary increases for superintendent are generally being kept between 2 to 3%. For example, Beverly, Masco, Anchester, Essex, and GR school districts have all maintain races within this range. We don't need to keep up with the teachers contracts. The average superintendent is approximately 177,000 with the 90th percentile reaching around 240,000. Specifically, the superintendent in Masco Fairway National Grant and Dable earned between 200,000 and 226,000.

003But for example, superintendent Dr. Mike Harvey is making 222,832 in MASCO with a 2% raise and he has a um doctor of education. The proposed contract is sending a um a concerning resident that will lead to a domino effect across the district. If this contract is approved, the escalating costs may become unsustainable for the towns, especially as the school budget continues to grow with new contracts in place. Recent teacher contracts have already led to notable increases with most educators receiving raises between 15 to 20% and some receiving as much as 30% when cost of living and step increases are factored in. These significant raises carry substantial consequences and I perceive budget overrides in our district's future. Although the blackboard and finance committee can request budget cuts, it is important to recognize that they will be

004unable to reduce any contractual fixed costs. Since the district is primarily employeeled, 80 to 90% or more of the budget is compro comprised of fixed costs. Addition add additional non-negotiable expenses such as utilities busing out of the district cost further constrain the flexibility. Ultimately this leaves only programming as areas where cuts can be potentially made. I respectfully urge you to conserve the proposed superintendent contract to assure its aligned with practices of comparable districts. The terms of this contract will affect future negotiations non-members with non-union members as the HWA will almost certainly reference these terms in their discussions. Furthermore, the contract's general supervisions could impact non union administrative staff such as principles and others if they have not already done so. Thank you. Thanks. Are there other comments in the room? >> Yep. Nobody online road.

005Um I couldn't say it any better than this previous woman has said. I agree with the said in addition to that feedback. >> In addition to that, I just would like to urge the school committee to move forward with a thoughts about plan for renovating a school. Um the public has voted to not do consolidated school. I'd like to see the school committee move forward with a plan that would include a renovation of one of the schools because we do want the children to be educated well. We do want the facilities to be upgraded. The the vote no was to to a huge three-story building and consolidating all the schools into a huge school. So, we do want to have renovation. So, I would urge you to do that. Um, and thank you very much.

006>> Thank you. >> Uh, Mr. Tra, you said there's no one on Zoom. >> One on Zoom. >> Okay. Um, is there anyone else in the room that would like to speak? >> Debbie Roberger Marjgery. Uh, I just wanted to go on record as saying I don't support an increase of the, uh, proposal for the number of years. I think we need to put our emphasis on reading specialists, counselors, and and other positions that are directly interacting with the children. We could use more of that particularly um all up and down all levels. So, I don't support the proposal. Thank you. >> Thank you. >> Did she need to read your address? Just for the record. >> Um >> just for the minutes. No, it's fine. >> It's okay. I think we got >> Okay.

007>> Um Okay. Looks like I want to make sure. Is anybody else in the room? We still have a couple minutes if people want to speak. >> Okay. >> Zoom. >> And there's no one on Zoom. Okay. Um All right. We'll be closing um citizens comments at this time. Thank you all very much for your comments. Do appreciate them. Um, next up I'm going to ask uh Julia I think or Amy Julia to read a portion of the school committee protocols. >> As elected members of the Hamilton Wendon Regional School Committee, we including the superintendent accept the high honor and trust that has been placed in us to ensure that the students of the district receive the best education possible. To that end, we hereby commit to the following in the conduct of our business.

008Uh what is it? Protocol number three. The school committee will establish a vision, create policy, approve a budget, and assure accountability to sustain continuous improvement in teaching, learning, and facilities. Members agree to leave the day-to-day operations, including business transactions, to the superintendent and staff. Members of the school committee recognize that authority rests only with the majority in its decisions. >> Thank you. Uh next up, uh Amy will read a portion of our mission statement. The Hamilton Regional School District School Committee's mission is to ensure our schools create graduates with a passion for lifelong learning together with the critical skills needed to maximize their potential. The Hamilton Wenham Regional School Committee will lead and inspire a district that empowers administrators to seek innovation, responsiveness, and creativity in all aspects of district operations. Thank you. Um, next

009up, um, I'm really pleased that we have a student representative here. It feels like a little while since we've had someone here. I'm really glad to see that Anderson Craft is here to speak to us and share a little bit about what's going on in our schools. >> Thank you for having me. Uh starting off with the high school. Uh the high school is hosting an open house for new families to the school and current eighth grade parents on Wednesday, October 22nd at 6:30. There, new families can meet with teachers, counselors, and varsity coaches and captains of sports they interested in playing and ask questions to them and teachers and counselors about what school's like. For sports, I'd like to congratulate Reed Foley for winning the Northern Sectional MIA Championship for golf. He'll be moving

010on now to face golfers across Massachusetts in a state championship. This past month, winter sports coaches have met in player only meetings where they've gone over schedules and future dates and about signups where signups started on October 15th. I'd also like to congratulate the boys soccer team for tying Ipsswitch and winning the Cal. And then for clubs in yeah for clubs freshman elections started in September and DECA has recently been starting up in the middle school many clubs have begun like art club student council jazz band and GSA they've been meeting weekly along with fall inter murals like cross country have started up for the elementary school on October 28th uh parents will be meeting on teacher conferences across the elementary school for all parents and students will or elementary school students Students will be

011ending school early and Winthre school has had its picture day for all students on October 7th. Thank you. >> Excellent. Thank you very much. Um, does anyone have any questions for Anderson? >> Thanks. Right. Um, thank you for coming. It is really important and special that you come and not only tell us about the high school, but you do the work to find out what's going on in our other schools. Um, and it's really important for us to hear it directly from you. So, thank you. >> Thank you for having me. >> Um, you are invited to stay, but we also understand that you may have other things to do. Um, so if you need to depart and get to homework or whatever, you may do that. Thank you. >> Thank you. >> Thanks, Anderson.

012>> Thank you. Thank you. >> Okay. All right. Um, next up, uh, is the consent agenda. Does anyone have any items that they'd like to hold from the consent agenda? >> No. >> Julia, to you. >> I move that we accept the consent agenda as proposed in the full agenda. >> Do I have a second? >> Second by Amy Cumberer. Um, all those in favor and that is four in Oh, five in favor. And the motion passes. No, >> thank you for all the donations. Look at all the friends of the arts and family donation. >> Good stuff. >> Yeah. No, that was really I just I I would like to just say that I mean the friends of the arts the photo stuff is amazing on here. It's really exciting. >> And while I

013don't have any kids in the district yet, I'm really excited to hear the new xylophone. So maybe concert. >> Yeah, I thought it was all I mean I like I thought it was all interesting. I loved the just the detail about the shoe the shoe. It makes so much sense like you need to have all those things. >> As a former drama kid, you need all the costumes. >> Exactly. No, it was really good stuff. So, that was great to see. Um, okay. Uh, so first up under new business, we have um presentations by all of our principles on the school improvement plans. And I will turn it to you, Eric. I don't know if you >> Sure. We we um annually we do school improvement plans of principles after working through the district budgets

014and having the excuse me the district goals and having the district goals approved. Each of the principles then works with people in their building and uh members of their school councils to determine school school improvement planning for the current school year. These plans are always uh aligned with district goals. Um they're also aligned with principal goals uh for their their own evaluation observation. So we're going to take it out of order this year, second year in a row. We're going to start with Dr. Best at the middle schools. Dr. Best. >> All right. Hi. Good evening everybody. Thank you for having us tonight and giving us a chance to um share with you some of the work that we're going to be doing this year. Um we have four goals uh at the middle school.

015So we'll kind of go through those one by one. Um, our first goal is is really um it's an ongoing goal related to um MTSS practices. Um it's connected to that that district goal that's been around um for a number of years as well. For the past couple of years at the middle school, our focus has really been on ensuring we've got our tier 2 supports in place and our practices are are working for kids there. So, um we're going to keep focusing on that, but we didn't want to lose sight of of tier one. um that's the instruction that everybody receives specifically u making sure that that instruction is um supporting all of our learners and at the middle school and and throughout the district we know that um often times it's our students

016with disabilities um that are needing um some additional support to you know often times get caught up. So that is an area of focus. So um just just a few of these bullet points we're going to continue with our screeners. Um we do provide uh math and literacy screeners throughout the year. Um that is really helpful for teachers to be able to understand where students are experiencing success and um where there might be some challenges and it also helps it's a big piece of the puzzle as we create our intervention groups. Um that's a big part of the conversation. Uh in the last few years we've been able to arrange our schedule so that all students have access or ability to be part of those intervention groups as needed. Um and we're able to be

017flexible with those. So we spend a lot of time with teachers identifying students who might need support. Um and sometimes students get that support and they're able to move out or um sometimes student who starts the year strong uh might find that midway through they they need a little extra support. So uh we've been able to create a schedule that allows for some of that flexibility. As we're thinking about our tier one supports, um we've got uh some work on curriculum that we're doing right now. We're piloting uh two different science curricula. Um one is lab aids and one is open s open sed. Um our teachers are committing to doing two units each from both of those. We really want to make the best decision um when we adopt a new science curriculum. It's

018been fun watching uh the students use a lot of the materials, a lot of getting outside hands-on um activities. I was outside um the other day. Students were taking temperatures over a period of time with different lenses. Um, and these are sixth graders and we're right at the end of uh B season. So, you can imagine how how that kind of went, but they got it they got it back together and it was fun to watch them crunch that that data back in class. Um, we're going to continue to develop our our data meeting structure. We want to make sure that the instructional decisions that we're making are based um in data and and that we're really attentive to those students whose uh might have a learning gap that that we need to be able

019to attend to. Uh last year we adopted a new English language arts curriculum, HMH, and our teachers have committed to increasing the number of units um from that curriculum. One of the nice things about HMH is it it pulls so many resources together. Um it really saves teachers some some time and puts a lot of highquality materials right at their fingertips. And um throughout each lesson that is provided, there are multiple points where um students can get uh some additional support. So an a multiple language learner can get uh supports and that curriculum has resources for those students. Um we're going to document supports that are available at Miles River. We're starting a um MTSS handbook and so we want to make sure that those things that we have available are appropriately documented and where

020there's opportunities to introduce additional supports um we can recognize and and put those in there. And one that that didn't make this list um is that Mrs. Gerstein, the assistant principal, and I are committing to increasing our visits in classroom. Um, I think, you know, time in classroom is time well spent. Um, it's easy for the day to get away from you. We're we're accustomed to being in classrooms, but we're really going to focus on um providing feedback more frequently, not just through the formal evaluation process, but through the day-to-day visits that that we already have in place. Our second goal uh is regarding the portrait of a learner. the high school has really done a lot of work on getting that uh up and going and you know we're looking to capitalize on some

021of their work and bring that down um into the middle school. Um we're looking to integrate that really into our day-to-day work at the middle school. So we've started at our first couple of staff meetings with an activity to identify things that we're already doing and then our aspirations. What are some components of Portrait of a Learner that we are aspiring to? Um, and so I'm hoping to pull a committee of of teachers and and staff members together um to really create a vision of how we can embrace that and and really make that part of our day-to-day and and really articulate a plan. And as we're making that plan, go ahead and start um implementing some of those things that that we have identified. I also think it's really important to have student input.

022uh even at the middle school level um we've got a building full of really smart kids um and I want to make sure that they are part of this process as well. So we're going to capitalize on our student council as we um continue this conversation last year. So for goal three, this is really a continuation of some work we did last year. Um we spent uh a good chunk of the year really looking at our grading practices. uh grading for teachers is a very personal thing. A lot of folks have very strong um you know thoughts and and and how to to move forward on that. But one thing we were able to agree on is that that our grades should be a reflection of of student learning and that in some way they

023should be a communication device for um parents and other stakeholders. So we put together some practices that we think are going to help us do that. Um and we want to make sure that that does not get um get that work that we did last year doesn't get lost in in some of the other good work that we're doing this year. Um one of the things that we've talked about is the importance of a progression. So when students come to us in sixth grade, they have they've never seen a numerical grade uh before um if they've gone through the Hamilton Winnham system. And then when we send them to high school, it's the thing. It's it's what's asked for um by colleges and and and things like that. So really the the progression from sixth

024to 8th grade to make sure that we are introducing the the our grading practices in a way that is appropriate um and and helpful um and supportive and also that as we're sending our students on um to the high school grades that that they are accustomed to that process and that that grade is something that carries some meaning. Um, you know, certainly the last thing we want to do is you make somebody uncomfortable, upset. You know, it can be tough that first time you see a a grade that's lower than you expected. Um, but we also owe it to our students and our families to make sure that we are communicating um our students learning progress as as accurately as possible. So, we've shared those practices with families. We want to use some of our

025common planning time at different checkpoints throughout the year to look at that. Um, we also want to run uh some some analysis in in situations where we have screener data and uh common assessment data and state testing data. You know, take a look at that and see how it's lining up. Um, you know, state testing isn't the end all and be all, but it is a nice um data point and it would behoove us to make sure that there is some alignment with those. And finally, our fourth goal. This this came out of our building leadership team. We were discussing this towards the end of the year last year. We have historically had um some, you know, values posted around this school. Those have over the years kind of come down and they're not um

026part of our day-to-day operations. And so we want to be able to really identify a framework that anchors our building wide um behavior expectations for students. I think there's a value in being able to anchor conversations around a common set of expectations. And when we have those, anyone in the building um can support a student if they if they're struggling. So, this is another area we want to create a working group. Um we want to look at what's out there, reviewing frameworks that might be in place at the elementary school and the high school. Use some district-wide documents so that we're not doing this in isolation. You know, how does our portrait of a learner feed into this? What about our district goals, our mission, our core values? These are already out there and we

027think we can capitalize on those to build a framework for ourselves. And here again, we want to make sure to gather student input. Um, and by the end of the year, we'd like to to have a draft that we present to um, staff that we can get some feedback on. >> I think that's it. >> Happy to answer any questions. Yes. >> So, go number three. Are teachers also looking at taxonomy and making sure that they're asking questions at different levels of difficulty? That will absolutely affect how they grow. Wow, that's a big question. Um, yeah, I I think they always are, you know, whether it's formal or informal. Um, it's funny you mentioned questioning. We were in a curriculum meeting, curriculum leader meeting today, and we were talking about the importance of question in

028planning. Um, that's not necessarily part of the goal, but I I agree. I think that that there's certainly an overlap there. So, yes, it's not necessarily an action step here, though. >> Yeah. >> Have a question. Julie, >> uh, I know we've instituted the the phone ban at the high school. Is that in place at the middle school also? >> So, we work on a powered off from beginning of day to end of day. And it it works for us. Um, I can't say that there's not a student that might have found a way to, you know, sneak off to the restroom and and answer a quick text. Um, but if you were to walk through the the lunchroom, the hallways, the classrooms, you would not see students on phones. So that's how we're able

029to manage that. I can probably count on one hand right now the number of phones that we've had to take up and and reach out to parents. >> That's something I'm just really passionate about. >> We are too. It it's so much easier to learn when you don't have a uh >> a device distracting you right right in front. >> Right. Thank you. And my other concern with that is that they can have their phones in middle school, but then they get into high school where they should have more responsibility and we're taking them away. >> Other people have questions. >> I don't have questions. >> Um I I had I don't know that it's really a question. It's something I just wanted to I really appreciated what you said about the goal number three

030about the grading. I really appreciated that acknowledgement about, you know, that they're going from exiting elementary school where they really haven't experienced that to a real I liked I really liked that acknowledgement of a real world expectation that when they're in high school this is real. it's, >> you know, external forces are colleges and other institutions are going to be looking for. I really appreciated that like that's a big part of middle school is >> Mhm. And so I was wondering what when you were speaking about the behavioral expectations like I guess what I'm just put hoping for is that it will be a similar kind of a mindset around >> like you know when you're creating the behavioral expectations that that you know that like they're coming out of the elementary school where there's

031sort of one world that they're living in and they're going to be entering into another world in the high school. So I that was really just feedback that I really appreciated the thoughtfulness >> and hope that that would be a similar thought process for the behavioral expectations too. So >> yeah 100% agree and I think what we're really try it's you know we're not um I hope the school doesn't suggest to you that we're sort of the wild west and haven't thought of you know sort of any sort of guidelines. Um well, and we do and and you're right, when I meet with the eighth graders, my conversations are very different um than when I meet with the sixth graders. But I think having sort of a written agreed upon umbrella of a framework that

032helps you develop within that umbrella great appropriate um expectations just really sort of um underscores that everybody's on the same page and and that's just something that we're seeking to do. So, thank you for that feedback. Okay. Thank you. >> All right. Thank you very much. >> All right. We have a little switcheroo tonight for the high school. Mr. Managoni was unable to be here, so assistant principal Jeff Becker is here to take over. >> Mr. Becker, >> thank you very much. Uh, thanks so much for having me here tonight. This is my uh fourth year in the district and first time at a meeting. Um, and it's, uh, yeah, I I look forward to coming again. um our uh four goals that we're going to talk about as a school. The first two um

033are going to sound a little bit repetitive as we are a district with uh you know certain um focus points. Our first two goals are very similar to the middle school's first two goals. Um we start off with um our focus on the portrait of a learner. Um I always one of the things I first learned about this district was uh the existence of a portrait of a learner and how it was not a portrait of a graduate by design. It was something that we wanted students to be and teachers to be thinking about from from as a K through 12 experience and something that everyone is able to uh work on together. Uh this is why you see it as a middle school goal as well as well as a high school goal. Um

034we have spent a lot of time over the years um getting our uh teachers to really understand how this can be incorporated into their classes and now I would say our focus this year uh is really bringing the students into that conversation uh in a number of different ways. So through the portrait of a learner our students are going to be having quarterly reflection periods. Now, we we have a new aspect to our schedule this year, which is a community block that meets on Wednesdays. Uh we're going to be using that community block at at least four times this year as an opportunity for students to start reflecting on work that they've done and how it falls in line with the portrait of a learner. Um, and there's some, you know, open-ended aspects to that

035in terms of which aspect of the portrait of a learner, uh, some of their their work could fall into, but it's really about reflecting and growing as they move through their high school experience. Um, this is also, you'll see one of the uh notes we make is about the mastery learning record. Uh this is being piloted in connection with the portrait of a learner as a a document or a collection of documents that students will be able to put together and reflect upon and show as evidence that they are sort of meeting that portrait of a learner that they they that they've painted their portrait of themselves in a number of different ways. Um and so that's that's the work that we're doing this year. uh bringing our students into that allowing them to better

036understand what it means to fulfill that portrait of a learner. So that's those are the primary focal points for our first goal of the year. Uh our second goal is uh related to uh tier one education, right? We're talking about our multi-tered systems of supports and that tier one what's happening for all students all of the time with a particular focus on making sure that we are working towards uh each of our lessons engaging all of our students. Um, and one of the ways that we want to support that is to create a a an understandable instructional framework that we're going to be able to focus on when we go in for not just observations, but also conversations with teachers about what we've been seeing. Um the instructional framework will really come from a lot

037of documents that we already have whether it be things from skillful teacher that all of our uh trainings that our teachers go through the the rubric that we use as part of supervision evaluation um and sort of narrow down our our focus into what are those key elements that we're looking to see in each of the classes. Um as Dr. best mentioned before uh we are working on being in classes uh with much greater frequency than we've been in the past. Um so this is not about having the the same sort of observations just more of them. It's it's about enhancing those observations, giving being in rooms more frequently, maybe for a smaller amount of time than we've been used to in the past, but still providing feedback and having conversations uh with teachers about

038what we're seeing in the classroom. Um being in more classrooms more frequently allows us to better see uh what's going on across departments uh and across grade levels. And we sort of design those observations where in a single day we're seeing things that have certain similarities where maybe we're trying to get into a number of 9th grade classes during the same day. Get that experience of what a ninth grader's day is is like. Maybe we're focusing on uh a a department and seeing a number of math classes and how math is sort of unified from one level to another and having conversations around that and then sharing those ideas of what's working great here and how it could potentially work great uh you know in this other area as well. Um so that is let

039me make sure I didn't miss a part of that goal here. [Music] Oh, the the other major part of this is uh through our common planning time. Uh so we also want to make sure that at the high school we've always had common planning time. We've enhanced I believe we enhanced it a little bit this year um through the scheduling portion of it where we instead of just having the two people who happen to teach geometry being together we've been trying to put more math teachers uh together at the same time not just math but but all departments having more of them have that same common planning time. It could be that the two geometry teachers are still uh meeting but then they have the opportunity to meet with others. very few of our teachers

040are really teaching just one area. So, this allows them to meet with different people within their discipline, I think, a little bit more effectively. But we're also really looking at how we are having those meetings and what the focus is. Um, our sort of shift this year is for that common planning time to really be about uh the effectiveness of of instruction. Not just what we're doing, but how we're doing it. um and how we can keep it in line with things like the portrait of a learner. Um so I think that's everything from goal two. Um moving on to goal three. Um this is directly connected to uh a district goal. Um you know as soon as we heard that the district wanted to be working towards um policies and procedures around AI, it

041was something that we felt immediately that the high school really needed to be involved in. Um, I think for a lot of educators, you know, a few years ago or a little bit longer than that, AI came out. It's like, oh no, this is just cheating. And now it's now we're learning about how this can be a tool. How should it be utilized in schools? It it it's an evolution. Um, it's happening quickly. Um, and I really appreciate that the district is taking, you know, a role in this and and I feel like the high school really needs to be uh a part of that as well. So that's why we've incorporated that as um one of our goals for the year as well. Um and finally, our fourth goal um is a continuation uh

042of a previous goal where we're really trying to increase uh experiential learning. We're really trying to increase opportunities that students can have outside the walls of our building. Uh getting out our internship program has been a strong one for many seniors. We don't have all of our seniors participate. We don't have it as a requirement for everybody, but the students who participate in it get a lot out of that experience. We want to continue to make sure that experiences that students want and are going to help them move forward. Uh we're able to help find those for them. So, we really want to continue to grow in that area. The other thing we've seen a lot of growth in is um the opportunities for uh dual enrollment um programs. This is another way for students

043to get out and have some curriculum coming from other places. Most uh all of our dual enrollment um courses that are taught in the high school are taught by our staff. They're they're internal classes um but they partner with um you know other institutions. And this allows a student not just to potentially go to a college with here's my AP score. Gosh, I hope you accept that credit, but it's coming with uh an actual transcript um you know, from a college saying I've I've earned credit in this class. And we've been expanding those opportunities for students. We've uh this year we added in a marketing um class that is um being run as a full dual enrollment um being taught by our um business teacher. We're looking to at continued opportunities at where this could

044potentially continue to grow um for next year. but looking to grow it this year to prepare kids to be able to in course selection to take things that are dual enrollment. Um, so those are our four goals. >> Cool. >> Thank you. >> Of course, Jen, >> I'm concerned that there's not a DEI goal, >> particularly with the rise in anti-semitism that we've seen in the high school just these last couple of weeks. >> Really think that needs to be a focus. Um, one thing that I can say is that the the goals that any school puts puts out are of course not the only things that that a school or or a district are working on. We all know that there's you know, a lot of other things uh that that are worked on

045and that are a focus. Um, and it is unquestionably a focus um, you know, of ours this year. Um, uh, Brian has already been, I'm sorry, I'm just saying people's name. Brian Benagon, our principal, um has already been in communication with a number of people from the community that have reached out uh which which has been great um and and providing connections not just to individuals but to organizations that are going to be able to come in. Again, we're we anticipate the use of our community block as a way to continue um education for students. >> Can I jump on that one, too? I just happened to talk to Principal Managi today about it. we were trying to figure out um what his direction was. Um he's reached out to both the Lapen Foundation and

046the ADL. The ADL is has already given him a ton of um things that he can use either within the school or bring into the middle and high school. Um and then the kids are going to meet with representatives from the Lapen Foundation for student level trainings and then kind of teach you know the the team model of bringing it back. uh we want to do that for both the high school and the middle school. You know, they it's it's just an isolated iss incident or issues. So, um there is a plan to continue doing that. It's just not one of the specific goals. Certainly could be because it's it's something that's uh of a high priority. So, it's you'll you'll see through the next few months there'll be different levels of both uh in

047involvement with kids and also with staff members. >> Yeah. I just know it was a little frustrating because I know the women's field hockey team and the women's soccer team both won Cals this week, but the only one that was mentioned was the boys. >> Wow. >> Like we need to make sure that if somebody's coming in and presenting about teams doing well, we need to present on all the teams that are doing well. >> Yeah. >> Not just boys teams. >> And also not just the sports teams. >> Yeah. >> That's true. >> Um Other people have questions regarding the goals? >> I do. Um, so I know a few weeks ago the state rolled out a pilot about AI, I think, to like 30 school districts. It really was just a few weeks

048ago. So it's an it's an AI curriculum pilot and I'm wondering if we would have the ability to sort of shadow or like get info from one of the districts. I think the closest one to us is River just to kind of see how it's going for them as we develop our own um curriculum about AI. I know as an educator myself, I'm scrambling for info. So, I'm wondering if that's a possibility. >> So, the the state's doing a number of things. They're they're doing a train I'm signed up for training I think in two weeks. >> Oh, cool. >> Which is the kickoff for our goal to be able to say, okay, these are all the things at the state level. I don't know if you that the state has a full yes >>

049website with lots of information. They also have now a new guide book that just came out in the past couple of months. So all of those resources are very similar to what they're pushing down to the schools that they just grant funded a lot of the schools that were eligible. >> Yeah. >> Um for those for those grant funds and the rest as usual, the rest of us have to kind of find our own way. But um we we are kicking that off uh through November. You'll start to see that ramp up. That's awesome. It just, you know, >> there's a lot of there's a lot there's so much coming down the pipe right now. We're trying to stay focused with the mass desi because >> um you can go in 400 directions and and

050never really come to an end. So we're trying to stay within what what they've curated um they've been able to connect you on staff level, administrative level, superintendent level, different trainings >> um for implementing and for working on development of curriculum. >> That's awesome. um also bringing things back into the buildings. We have we're fortunate too. We have a number of early adopters at the high school and middle school that are uh very willing to teach our teachers and share their share their knowledge. So that's kind of fun too to see what some of the early adopters already are using it for. >> That's great. Yeah. I hate to just start from scratch on something like that. So that's awesome. Thank you. >> Yeah, I think I would just to add to that as well.

051I think one of the things that we do well in this region is is having those job alike meetings. I know that uh Brian meets with you know the other Cal principles on a regular basis. We actually just launched um this year um a monthly meeting of the assistant principles in the in the Cal as well. Um and these are the types of topics that come up and we were able to sort of share those things. you know, we share them at staff meetings, which is great, and people will share their ideas, but to be able to share, you know, get some of that from other schools and bring it back to share is um, you know, is is an effective practice that's been, you know, been a joy to be a part of. >>

052That's great. Thank you. >> Yes. >> I had a quick question about the goal that's up here about the um, internships. This is something I've been interested in and I I guess I just want clarification like it's the goal is to expand opportunities in outside of the I think both of these action steps are terrific but I also am wondering about I guess my question is about the typically the seniors are the ones that do the internships. I don't know if you know about what percentage of seniors get to do that. >> Well I would say when you say >> like >> they will all have the opportunity >> to do that. Yes. Yeah, it so it really does become that uh that choice. Um and I I believe you know over the past couple

053of years the percentage of students doing has been about 10%. Um it's been a little bit higher than that in certain years. Um you know some of that having to do with um you know a number of different factors of of what is going to you know encourage somebody to go out to do the internship versus versus stay. Um I I do find that, you know, there's sometimes it's a matter of there there isn't something that aligns with what I'm looking to do going forward. Um some students feel like I'm already set up for, you know, I' I'm I'm into this school. I know where I'm sort of headed, you know, in life and I'm going to have an opportunity for experiences in in the future. So you get some of that. You some people

054who just don't want to be out of our building. Um and they don't, you know, they they're they're excited to graduate, but they don't necessarily want it to come immediately. Um, so there's a number of different different factors. What I'm looking at is how can I try and form some new partnerships or relationships that's going to then be that spark for another student or another group of students say, "Yes, I'm going to take advantage of that because that's the sort of um experience that I would that I would really want." Um, and the expansion piece of it too is is, you know, potentially for some of our students who really do have an eye on what they're going to do and could potentially non-olbound students, um, even starting in the junior year, providing them with

055some opportunities to be learning outside the walls of the school could be really beneficial for them. >> Yeah, absolutely. I Yeah. Okay. Thank you. Yeah, I just I just think it I think it's important for everyone to have the opportunity and I think that, you know, you're right, not everyone might seize that opportunity. But I just really do want to have our students I I mean, I think this is great. I just wanted to sort of make sure it is sort of expanding for everyone. Not not like the dual enrollment sounds great, but that's not what everybody wants. So, thank you. >> Of course, other people question. >> Thank you. Thank you. All righty. And now we'll call up the elementary principles. They do their goals together generally. And we have we are you starting

056Caroline? >> I am. >> Mrs. Shettiak will lead off and then I think Ms. Hunt will be right behind and then Mr. Sheren uh to to bold it out. It sounds like >> Here we go. >> All right. >> I'm Carolyn Chediak. I'm the principal at the Winthrop School. Um our elementary goal one is a continuation of the MTSS goals that we've had in the past. Um goal one is going to focus on literacy. We are in our fourth year of CKLA which is our highquality instructional material um that we adopted I four years ago. Um teachers are really confident now in delivering tier 1 instruction. And so the shift this year is going to be on strengthening tier 2 and tier three uh interventions um in reading. And we also this year are going

057to start looking a little deeper at writing. Um and the focus in this goal is going to be really helping to make sure that we are accelerating growth of students with disabilities that are working below grade level. um and students who are not identified with disabilities but who are working below grade level. So the shift this year from tier 1 to tier 2 and three we're looking at reading and writing interventions and ensuring that those are informed by progress monitoring data. We have a really solid progress monitoring system in place for reading. We are developing that to look at writing and how we are looking at students progression in writing. Um and um so some of our action steps establishing a formal process for administering and analyzing universal screeners. We actually have a pretty good

058um system in place for that. One change this year is you'll see Imagine Plus. That's the new name for the early bird screener, which is what we use in kindergarten. Um the next action step, Lolo and Freckle are online platforms to provide opportunities for first and second graders to do additional practice um working on phonics u phmic awareness um decoding and coding um and they start with Lelo and some kids will make their way all the way through the whole Lelo program and then the freckle is an extension program for them to do if they finish um the Lolo. Generally those platforms are used by students during our wind block um which is a 40minute what I need block that's outside of tier 1 instruction. Some students during the wind block are going for tier

0592 and tier three interventions uh generally reading interventions and then there are other students who are staying in the classroom and this is an opportunity for them to have some practice there. One of the big shifts that we are making this year is um some the way we are doing professional development. Um and by that we've done PLC's and we've done districtwide um what we call job alike trainings and we do those on the early release Wednesdays. Those are things that we've done in the past, but we have changed it this year in that we are making sure that we are inviting and including our special education teachers and related services um providers to join in those jobalike meetings and those PLC's which are professional learning communities. Those are done internally within our schools. We

060meet about once a month with each grade level. But by having those special educators as part of our conversations, they are helping us discuss sort of some of the struggles that classroom teachers might have as far as dis differentiating and supporting students with disabilities and making sure we've got sort of the executive functioning structures in place. uh and we've been through our first cycle of PLC's in the district I mean in our schools and we've had two job alike meetings and it has been really helpful for those special educators to be part of the conversations um and then uh and so that goes to the next action item of the targeted professional development um for assessing student writing so that's something that we are working on Julie Lenker our um elementary literacy the um coordinator

061is um helping to drive that looking at the writing process. So we are diving deep into our CKLA curriculum to see what the writing structures are in the curriculum and then looking for ways that we can expand those things. Um the ways that we can actually provide students more opportunities for writing above and beyond what's written in the curriculum. Um, and we're doing that by really looking at the units and the lessons to find places that we do need supplemental support. Um, a couple other things that I wanted to make sure. Um, actually, I guess I've I've covered all my little notes that I had written for myself. Um, so any questions about goal one or do you want to wait until we've done all three goals and then we can ask questions? >> We

062can we can do that. Goal one. Anybody have any questions? >> I don't have questions. >> Great. Thank you. >> That's great. the overall question. >> Okay. >> All right. Jenny Hunt, the >> All right. Good evening everyone. Um, Jennifer Hunt, the principal at the Cutler Elementary School. And excuse my almost no voice at this point. I have a little bit of a cold, so I will do the best I can. Um, similar to the elementary goal one, um, that Carolyn just spoke about in terms of literacy, our elementary goal two is focused again on that ongoing MTSS, um, support system that we've put in place years ago. Um, goal two is focused on math. um strengthening tier one instructional per practices, implementing explicit and systematicbased tier 2 and tier three instruction. Um and again

063closing that gap, looking at narrowing that gap with students with disabilities is a district focus this year and district goal. Um we are in year two of implementing Eureka Math Squared and it is a very robust math curriculum. Um last year it was a lot of just learning about sort of the lesson structure, the pacing, um the assessments and teachers were really um attached to their their their their um guide books. But this year we are noticing that teachers are developing a much more um independence in terms of um structuring their lessons along what students really need. um have a better ability to really look more in depth at the curriculum to help support students um of all learning levels. Um one thing we did do this year was launch a math screener. So, we

064really haven't had a solid math um screener or assessment that measures similarly to such a like a Dibbles screener that looks at all of the different concepts, components, and skills and mathematical um learning. And we have it's called STAR math assessment. It is a computer adapted test um by Renaissance. It's used to measure students math skills. It tracks their growth over time. Um the test is very very personalized and diagnostic as it adjusts the level of difficulty um in real time based on students performance. Um and it provides data for universal screening progress monitoring and instructional planning. So we've already had an opportunity to look at that data um in the next couple of weeks. All three elementary schools are going to be meeting with our math data teams. So, like Caroline said, we have

065very um robust literacy data teams in meetings. That hasn't been the past practice. We haven't put as much time into it. We haven't had as much opportunity to really look at data. So, this year with this new STAR math assessment, um we have lots of information that we can look at. Um, another resource resource that we use to really um t to both boost our tier 2 and tier 3 um intervention is the in the catalyst math intervention extension resources that is part of the Eureka math squared program. Um, this isn't a program for students to go on and do like an online kind of assessment or online activities like Star Math is. It's actually more of a a program and a structure for teachers to use when they are doing interventionist lesson planning with

066students who might need that tier 2 or tier three support. Um, but it also has opportunities for extension lesson plans for those students who might need um more enrichment opportunities. So, we're trying to look at like all learners and really focusing on making sure everyone has um what they need in terms of in terms of resources and support. Um we also are using Freckle. I know Carolyn had talked about it in literacy but we have it in math. It's also from Renaissance. Um it's an online platform um for math and other subjects that provides adaptive again personalized practice for students. So it is something that we would use during win time. So that is what I need and that is typically the time during the day that classroom teachers are able to do tier 2

067intervention um opportunities for students. Um it also adjusts the difficulty of problems based on the students performance and helps ensure that they're working at like their just right level, right? That they're getting everything they need. Um it is a tier 2 intervention at this at this point. Um but it's been a great resource. Teachers love it, the kids love it. It it's fun. And when we note that learning is fun, kids don't even realize they're learning. So, it is very much a go-to favorite for kids. Um, as Caroline had mentioned that we are now incorporating more opportunities for special education and general education teachers to meet and it has been amazing, I have to say, watching sort of just in this short amount of time how much collaboration is happening across the building. Um, so

068it's been great. What we've been doing is inviting them to our our PLC's, our professional learning uh, meetings that we have um, once a month with every grade level. And what we're noticing is that when they join us, we can look really closely at the data. We can look really closely together at the curricula, the math or their literacy. Um, and we discuss a lot about, you know, students and what types of resources they need, what types of scaffolding they may need. There's been a lot of sharing um and opportunities for collaboration and it is a goal for all of us to continue to work collaboratively together and share those resources and scaffolds so that we have that consistency and coherence across not just all three elementary schools but all um grade levels and also

069special education and gened. So there's a real big um jump in that and that is also part of our jobalike meetings that we have once a month. Um we our gened and our special ed teachers are meeting together again looking at our resources um and sharing. There's a lot of collaboration and sharing right now. Um and also data team meetings. We didn't typically invite always invite our special education teachers. We were worried about time constraints and servicing kids. But now that it's become more a part of sort of the fabric of all of these meetings. Um and the our data team meetings are another action our action step that it's very um data driven to support tier 2 and tier three instruction. And we have that expertise from the special education teachers um being shared

070at those meetings. And we do have tier 2 intervention opportunities at all three elementary schools in the area of math using what I had you know talked about previously. Um the difference is Buer and Cutler, we actually have qualified for title one math tutors. So we both have that extra interventionist um that we work with them to create really targeted support um for high priority high priority math topics. Um and this model of the title one tutor um varies between a pull out model of you know small groupoup instruction somewhere with really targeted instruction around let's say like fact fluency or something like that but also there's a push-in component to it where that tutor goes into the classroom works collaboratively with the teacher alongside them during a Eureka math lesson and there's opportunity for

071that person to support students within that gened um classroom. Um, and I think that is it for me. Do you have any questions or are we going to wait >> questions? Any questions? >> We're good. >> Yeah. >> Okay. Thank you. >> Thank you. >> Mr. Sheren. >> Good evening. My name is Ben Sher. I'm the principal here at Buer Elementary. Um so our goal three is really in line with a lot of what we've talked about tonight um around supporting students um and supporting students at lots of different levels. So what we're thinking about here is strengthening our MTSS behavior framework um through open circle through tier one and tier uh excuse me tier two and tier three supports um to really support all students especially those with intensive needs. Um this is an

072expansion of our MTSS practices. Um Carolyn talked a little bit about u what we're doing with literacy. Jenny talked a little bit about what about what we're doing with math. So this is that next that next step of that. Um when Eric talks about belonging consistency and coherence, this is the belonging piece of that. So one of the things we'll do is develop um our menu of tier 2 interventions. Um, as I said, we've developed a lot with uh literacy over the last four years and math and really bringing this to that social emotional development piece as well in line with our adoption of open circle as our tier one curriculum. Um, we've have kindergarten and first grade trained right now and we'll train second and third grade this year. Um, also looking to um

073expand how we use our instructional support team, our IST, um, to look at incident referrals and look for students who might need some support. Um when we think about things that happen um in the school, they happen across environments. Um things could be happening in the classroom, at recess, at lunch, at specials. Um these are and these are all with different adults. Um and so really trying to bring all that data together and formally have a team look at that to try to identify if there are any kids who need any additional supports. And then along with that, training our IST in behavior intervention plans. Um once we have identified those students who might need a little bit more um making sure that that team has the tools to create some really uh effective plans

074to support those kids as they navigate elementary school. Um so all in all we've got these systems in place for literacy and math and now we're thinking about those soft skills. Um kids are coming to us with way more anxiety and way more trauma than they have in the past and we want to develop our tools to more effectively support them. Um, and building these supports uh for is really going to impact positively all the academic uh areas as well. >> Thank you. >> All right. >> Thank you. >> All right. Questions? >> I think you had a general question about Yeah. Go ahead. >> Why are all three goals MTSS goals focusing on tier 2 and tier three? >> Most of our students are tier one. I really feel like by focusing on just

075MTSS schools with the primary focus on tier 2 and tier three, we're leaving those tier one students behind. Also, there's a lot more that goes on in schools that than MTSS. >> Yes. Um, let me think about how I don't respond to that. That was a deep question. >> That's a good one. Yeah. Yeah. um tier one and tier 2 and tier three don't exist um in separate places. They are all tied together. Um and we talk about kids receiving tier one, everyone receives that tier one instruction. That tier 2 and tier three is flexible. And so kids will move in and out of those as as they need to. So it really is one system that does support everybody and looks out for everybody. We also think about traditionally we think about tier uh

076the tiered system as as a triangle. Um it's there's also a triangle on the other side. sometimes it's done as a diamond where you have these tier 2 and tier three interventions for those kids who are really excelling as well. Um so some of those extensions what we talked about with Freckle um on both the ELA side and the math side like that's tier but it's the other tier too um for kids who need a little bit more in that direction. Um so it really does it really does hit everybody um as we pull kids you know dynamically in and out of those tiers. >> You appeared. >> Yeah. I also want to point out too that we've put a lot of effort over the last few years on adopting um highquality instructional materials at

077the tier one level and we're feeling really good about that. We've seen great results from adopting Eureka Math Squared last year in math um based on the data that we've already looked at and teachers reactions this year to the kids who have come up to them bas compared to the kids they had last year. So I think for us we feel really secure in our tier one instruction at this point and now we need to do the same. This is a heavy lift in some places. So we really want to put a lot of focus. We're trying to create um some um um solid structures data collection um and I think it was Zach that mentioned an MTSS handbook. We're doing the same thing at the elementary so that we know of about all the

078resources that we have. We have three elementary schools. We try really hard to operate together and make sure there's consistency and coherence across all three schools. And this is a way for us to do that because we're making sure that the good things that are happening in school A are also being shared at schools B and C. So that we are making sure that no matter what school kids are at, they're getting the same experiences. the end, the more we can fix this the gaps at the tier 2 level, then we can start to see those gaps going away and it's going to improve our scores across the board. So, um, so that's why I think we're all on board for this focus now on tier 2 and tier three. But why just MTSS? Like

079you don't have a fourth goal that's about something other than literacy, behavior, and math. And I know there's more than literacy, behavior, and math. That's what we that's really what we do in ele I mean our focus 90% of our day is literacy and math and then we're dealing with behaviors and we're dealing with um classroom environments and sense of belonging and all of the things that we do to get little kids ready to go up to the middle school. So um >> do you want to chime in? >> Yeah. No, I just want to say too, you know, part of the focus in the district really is actually that tier one instruction. Um and when we talk about the collaboration between gened and special ed, it is the start of those conversations, the start

080of those collaboration opportunities begins in tier one. And so it's really I guess I understand your your question and your point that we are mentioning tier 2 and tier three a lot because that's part of sort of the kids where we see struggling, right? Those are the kids in in whether it be literacy, math or social emotional learning. Those are sort of the kids that need that tier two and tier three. So what are we doing to bolster the tier one component of all of those? That is something we talk about with leadership team all the time. We talk about it with our elementary curriculum team. Um and so that really is part of the reason why or we have that collaboration opportunities with special ed and JED um that had not been there before.

081So the idea is really thinking about like universal divine design for learning. What do all kids need and what can we give all kids what they need? I don't know if that helps. >> I mean, I guess my concern is if you're spending 90% of your time on literacy and math, are you really producing real wounded well-rounded students in the other subjects that they have to focus on? Because if they're only getting 10% of the time, >> Yeah. >> on history and science. So part of the CKLA curriculum is that it is the history, it's the social studies, it's the science, and it's really the knowledge compete. The knowledge component, it is actually all in it's pretty amazing. If you walk into a into a first grade classroom and they can tell you how long

082it takes for the human heart to pump blood around the body once. I walked into a classroom yesterday and apparently it's 1 minute. I don't know if you guys knew that. Um, first graders. >> Yeah. So it's and then the science is also built into that. And just another piece of that is that the writing is also non-fiction writing. So the writing in what they're learning about in social studies are writing what they're learning about in math. >> Yeah. I just want >> I mean not math social studies and science. Yeah. I didn't I didn't understand your question. Yeah. Yeah. And we should also point out that this year we have a new um special um for it's a STEM a STEM special. So kids are also getting that additional opportunity. So yes, I should

083have mentioned that the knowledge building in CKLA is always science and social studies based. Okay, >> I'll just add a little like broad piece around reading and how that works for kids. And the simple view of reading is around decoding and around vocabulary. So decoding is how do I turn those letters into sounds? I can do that really well, but if I come across a word I've never seen before and I decode it, I don't know what it means. So being able to decode does me nothing if I don't have that broad-based background knowledge. So half of our literacy program is decoding and the other half is just that broad-based background knowledge across everything. >> Yeah, it's a good point. I think when we think of literacy, like when we were in elementary school, probably

084literacy meant, you know, a fictional story about some cute characters, but I see the work my kids come home with at a CKLA and it's like you said, it's about the human body. It's about the Louisiana purchase. It's, you know, so they're learning all these things embedded within the curriculum. I love it. I think it's great. >> Just >> No, but but I think it's a good but I think it's a good point of clarification for people because our point of, you know, our memories of literacy and elementary school is very different. So, I think it's great that you brought it up and that anyone's listening can understand more about it. >> Absolutely. >> Thank you. >> Okay. >> Thank you you guys. >> Thank you all. Thank you all for coming tonight so much.

085>> Great job. >> Can I just say one thing to close it out? I think I think it's important to note that the the goals never touch upon the work that our teachers, administrators, support people do all day long. I mean, the the the >> the literacy curriculum alone is fascinating. It's just it's fascinating. It's not just, you know, 20 years ago literacy. You're looking at opportunities for kids to talk about the Renaissance. you're, you know, they're talking about the Louisiana purchase that, you know, one one lesson that blew me away was the first graders doing the ner the nervous system. >> Um, so they do get a lot of opportunity, but then then you bring in the other pieces of the specials where we've continued to try to figure out, okay, how do we

086give kids uh kind of a dip in each of these things like music and art and now STEM. Um, so there's a lot going on in our elementary schools and I think it's uh uh it's a testament to the to the MTS program, MTSS program that that we've done these uh put these things in place for the last four years. Remember four years ago I said this is going to be about a seven-year goal >> trying to grow this out. So tier 2 and tier three is the the next iteration. Um because that's where we're seeing our our gap. And that's one of the things that I drive the principles crazy with. They can probably all tell you that. Um we do a lot of we do a re weekly reflection together about you know

087the things that we're doing or they're doing in classrooms visiting classrooms more often integrating our special ed teachers integrating even specialists into different conversations. So there is a lot going on in our schools out you know outside of the the goals which it's I think it's hard when you say okay come up with three or four goals but there's also eight or nine other things that you're you're working on through the through the year. So thank you to our principles. >> Thank you. Thank you. >> Um okay. Um next up is going to be right back to you, Eric, but this is just we talked about this at our last meeting. This is the um >> this is the we at our last meeting we discussed this but it's just we hadn't received the letter

088from the MSBA and this is just a statement. Um >> thank you. >> I think we need to vote on it. >> You can read the letter. It's basically saying we're >> done. Go ahead, Eric. the at after the uh the ballot vote, we reached out actually MSBA reached out to us the next morning said, "Okay, what happened?" So, we sent them a letter outlining everything that happened. Part of their process is to have this uh form that is kind of formalized. So, to formalize it, they they asked us to have myself and the chair sign the document. But I wanted to both give you an opportunity to see the the letter that they sent and then to vote on um the second exhibit which is the actual signature page that tells us you know

089that we're being we're declaring that we're we're requesting to be removed from the statement of interest process and then I think it's on the 29th of October the MSBA board will meet and then vote on our removal. So, it's really a process thing and nothing. It really ends the process. We sign it, send it to them, they vote to accept it, and then the process is is finalized. >> Okay. Um, >> I can try motion. >> Oh, it just now I just got it. Okay. Um, I move that the Hamilton 1M Regional School District execute and return or appoint Eric to execute and return the declaration of removal of a statement of interest form to the MSBA as confirmation of the district's decision to remove the statement of interest for the Cutler Elementary School from

090the MSBA's capital pipeline. >> Second. All right, we had a motion and a second. Um, is there anyone who has a question about what this is? >> No. Is >> there any further discussion? >> I don't want to, but >> yeah, >> feel like we have choice. >> Do we have choice? We don't. I mean, I just want to maybe get it on the record and clarify it for the community is that with this school voted down, doing anything else is not going to be able to be fast. We have no money in this year's budget for substantial renovations. Um, we're going to have to figure out what renovations need to be made first. And we've got to be really careful because if we spend too much on renovations, then we've got to bring the

091whole building up to code. Um so I I don't want to but I will tell you that item uh D is um a revisit of the district goals in which my hope is that we'll have a conversation about that. So it doesn't not saying that it doesn't sort of fall under this one too, but >> No, it does. >> But I think that's a great point, >> Jen, to just make sure that everybody's aware. This is very much a procedural process step that we have to follow. It was a very long process to get to the vote and now we have to end this process and start all over again on a multi-year process. Nothing will happen fast. >> Yeah. It's just not something we don't have $5 million that we can pull out to

092do a renovation to something at Cutler. >> Correct. >> Budgeted. >> That's right. >> And there's no way to do that for this year. >> That's right. >> And we're starting the budget process for next year. >> Yes. We're not going to just shove that in for next year without having discussions about So we're looking at >> starting these conversations this time next year for the following year and beyond. >> Absolutely. >> All right. Um Right. >> Does anybody have anything else about this document? >> No. >> Okay. Um, all those in favor, that is unanimous of the five members present and the motion passes. Um, and Eric and I will sign that right after the meeting. Um, okay. Um so next up is um the so we've talked about that um the MASC has

093an annual meeting uh or annual conference um and this year David Franle is going to go to the conference um each year at the conference um the resolutions committee puts forth some resolutions. this year there's just one um and at that conference um each committee gets to if they have a delegate there which we will David Franco will be there um they get to vote on whether or not to put move you know support this resolution or not so um this is a resolution you can look at it it was um submitted by the graft and school committee it's about removing BMI testing from the schools um and our my goal goal in putting this on here is to have us have a discussion um so that we can if we choose to direct um

094our delegate on how that we the school committee would like him to vote on this. Um I will tell you that um I read this and I was quite mindful that um you know while I may have thoughts about the BMI testing, it's certainly not an area of expertise for me. Um, so I did ask Eric, I said that I personally would be interested in what our nursing staff has to say about this. Um, so I did ask Eric if he would provide us with some information on that >> and they agree. >> They agree with the removal of the BMI as a measure. Yeah, >> it's antiquated. >> I can't even believe it. Do they still make them climb the rope up to the top of the >> I was very good at that,

095by the Oh, I'm sure you were. >> No. >> So, I'd like to keep because No. Um, no. Uh, thank you for that. I don't know if you had any more just that generally they >> No, it was they the conversation with our lead nurse was was very straightforward. She say she she read through this whole thing. I asked her to read it and then just give me some feedback and she said we we would agree with this. We do not think it should be a measure in school. is not enough expertise that's related and it's an outdated um >> extremely >> idea I guess from >> right and currently my understanding is that this is a requirement that they have to do so it's takes some time does >> that they are required >>

096to do this >> yeah and I think the other piece of it what I read I mean I'm opposed to it but it's only reporting it's not like they're they don't do anything with the information they're we don't have the capacity to do anything with this information. The school nurses are overloaded as it is. So, I thought that was really interesting. Um, so it's just reporting it and then kind of not doing anything with the data, >> right? >> Yeah. I'd be much more interested in a measure of cardiovascular health than somebody's BMI. >> Exactly. >> Yeah. I will just say the only question I had was I think it's still somewhat used in like the medical practice unfortunately right like even >> well sure like a doctor like your pediatrician >> they're looking at

097body mass index they're looking at like where do you fall on the scale so >> like so I don't know that was just my only the only hesitation I had is that I don't dis 100% agree I think it's antiquated and very outdated however it is still somewhat used >> I I I I just want to share that I I actually had a similar concern specifically around um you know sort of somewhat of an equity issue that students who don't have as much access you know that that may be getting more from our nursing staff in terms of flagging areas of concern that may not be students that may not be um brought to the doctor on a regular basis. I that was one of my concerns was like, you know, not everyone's getting the

098same level of medical care and that this might that was a question that I had like would this be an opportunity for a student, you know, to get some information to that student's parents that there might be a concern. Um, so that was an area of concerns part of why I said, you know, but that was my thought, but I was sort of like, well, let's ask our nursing staff because but but I shared that concern. And I don't know if that was exactly your concern, but that was kind of mine was that like not everyone is getting the same access to medical care. And so >> I think BMI is slowly being phased out. I think it'll be gone in five years, replaced by the new measurement, the BRRI, body roundness index, which takes

099into more variables into account when determining whether somebody is obese or fit. >> Yeah. >> Um and it's just >> Yeah. I would guess BMI is gone in five years. >> Yeah, I'll just share. Everybody knows I work for a company that manufactures vaccines and elig eligibility of a certain vaccine was discussed for this year and BMI was factored into that eligibility. So that's where I'm coming from is like I don't want to >> in any way prohibit people from access to life-saving vaccines if BMI is a measure that helps determine eligibility and if something happens in school. So that was where I was coming from. >> Interesting. >> It's a complex issue. >> Yeah. >> Do you want a motion? >> Um, yeah. So, yeah. Does somebody have a motion that they want to

100make? >> I move that the Hamilton Regional School Committee direct our MASC representative to vote yes on resolution one removing BMI testing from schools. >> Second. Um so I had a motion and a second and everyone is clear that if um in the motion if we voted yes that would be supporting removing BMI testing. So it's supporting the resolution. So it's just making sure everyone understands. Um all right everybody ready to vote or is there any more questions? Okay. All those in favor that is unanimous of the five members present and the motion passes. Um, and I will make sure to let our representative know. >> Is that really the only resolution? >> Yeah. And if you can see the the document, which I didn't put the entire document on here because it's like you

101can see this is page 25 of the document and there's like there's many more pages after that. There are pre if you look at the bottom it the next several pages are about previously approved resolutions. So that like they have all these old resolutions that are still kind of hanging around that like might get discussed whether they should continue these previously approved resolutions or not. Um so you can look at the whole document but this is the only new resolution. So what happens is committees put forth resolutions. I have no idea how many were put forth. I don't know. Um but then the resolutions committee does some work and brings >> Do we have to vote on the old resolutions that are being brought forward or can we just use our old votes? >> They

102they I don't I actually don't know. It's different this year and so I don't know. But my understanding is it's not that you're voting on they don't vote. They just I think they discuss on whether to continue okay >> like work on they've already been approved and some of them they continue working on and some of them they let that >> I don't know if that was 100% accurate that's my best >> they I think they use a three-year window >> it's a three it is a three-year window and that's new it didn't used to be that way it used to be that like once they passed a resolution then it was kind of out there forever and now that's why there's this three-year >> window and that they let some things go after three

103years if either it's been resolved or it's just >> no one supports it anymore. >> Yeah. Or it's just not >> relevant or I think sometimes just not going anywhere, right? Like it >> um >> are those the same as the ones that are set to expire? >> Yes. Yeah. Yeah. >> So we don't have to vote on those. >> Yeah. >> I again I don't think so. But no, it's a good question and I we could I encourage any and all of you. I did what I thought that if you want to go you can go to the MASC website and check out this document if you think we we've still got time. So if you if you think we need to go back and um look at that, you can let me know

104and we'll bring it back. Um like I said, this document is very long. This is page 25 and I think it maybe is 60 pages long or something and it has all kinds of other things about the MASC conference um in it. So, but you can look it up on the MSC website. >> Thank you. >> Um, all right. I think we're still in the middle of the M. Did we vote? No, we did vote and I said I would. Yes. Okay, we're good. >> Um, all right. Are we ready to move on? >> Mhm. >> Yes. Okay. Schools. >> Um, all right. So, next up, um, so these are our voted on and approved district goals, which are over here to be gestured at. Um, and relevant to some things we already talked about

105today. Um, goal 4B, which is an approved district goal. Um, oh no, I'm sorry, I'm not on the right one. For A, excuse me, >> which is an approved district goal. Um, was around the design process for the elementary school building project. It was specifically stated, you can see it right there, posit that it's dependent upon a positive outcome at the townwide election. Um, so I guess the purpose for me of putting this on here and why I spoke to Eric about putting this on here is that obviously this, you know, goal, it's even stated here that if, you know, with a negative outcome that this goal is ended. Mhm. >> Um but I feel I put this here my intent here was to open a discussion here not looking for sort of any not

106anticipating an answer this evening but beginning a conversation um about what's next. Um, and I mean I'm going to, if everyone's okay, I'm just going to sort of say a few things about what I'm hoping for in this conversation, and then you can chime right in and say if that's what you're hoping for or not. Um, I'm thinking about being really thoughtful about what is are the next steps. And that might not look like um you know like this is what I want to renovate or this is what I want to build or this is what I it might look more like I'll tell you what it looks like for me. Mike, the question for me is how do we moving forward ensure that whatever um proposal or whatever project we hope to pursue, look

107to pursue is a project that is something that we or I dream of filling our community with a sense of pride and ownership. like how do we create um a framework for how to how to proceed through those next steps so that um and and what information and what groups do we need and what how do we do that so that we create a proposal that for me is something that is welcomed with pride and and ownership. That's my thought. >> Wish I knew the answer. >> Great question. But you may not be you may not I I mean the general question is like okay we not doing this. So what are we going to do? That's the I mean that's the but I see that as a we really need to sort of talk

108about what how do we get there? Not so much what the end result is. >> Yeah. Well, you know, it was brought up in the chair's meeting that um maybe the first step is to figure out what needs to be done like what's the most pressing matter at the elementary level in terms of uh renovations just facilities facilities level >> I so I think one hopeful thing or positive thing is some of the work that was done towards the specific Cutler school project. I think we can sort of use as a guideline about, you know, they went through all the schools with a fine tooth comb. You know, we know what the issues are. So, I wonder if we can kind of look back at some of that work and use that to answer those

109question >> I think we can. It's the other two that they didn't go through with the fine tooth comb. >> But then all the options, you know, C and W and numbers, like there's there's some information there, even though, you know, it's probably outdated already as far as total cost, but at least there's some groundwork already done a little bit with planning. Um, I don't know. I well like I agree and I think I'm trying to sort of even slow things down and sort of >> I guess like my starting point is when you start to think about all the the groundwork that was done before like what what from that can we take away one thing >> I feel pretty I feel pretty confident in saying is that um we got very little feedback

110back that said, I'm not saying that there was no one, but there was not very there were very few people that said I think the best thing to do was nothing. Like that was not I'm not saying that there's not possibly someone in the community who thinks that, but that was not the general feedback >> that I heard. I heard in general people saying we want to provide safe schools and and and nice facilities for our students and that there was a lot of disagreement about what that looked like or how that would get to be achieved. But I wasn't and again I I fully understand that. I'm not speaking for every single person in the community, but in general, I didn't hear a lot of feedback like, "Nope, we should do nothing." And I

111guess that feels hopeful to me that like I feel like, okay, I think there's some agreement that >> I don't know. So, I guess that's backing way up from where you were, but I was sort of like, okay, well, like where's the foundation of >> I mean, your question bothers me cuz I really thought that's what we were doing. >> I did, too. Yeah. I thought that's what we were doing, that we were moving forward on a project that we could pursue where we create a sense of pride and ownership in the community. And I think we should not I mean I I'm not saying you're doing this, but I think we should really appreciate the work of like building better futures and the groups and the people and the parents and the teachers and

112the people that I spoke to that were committed to this project. And I just think that um there was a ton of support in the community for this project. So, I just I think we also need to take that into account. Even though this vote didn't work, there's still a lot of like these people. I don't want to negate them. You know, they're citizens in the community. They live here. They're families. They have opinions and they're really passionate about they were and are really passionate about a project like this. So, I want to be respectful of, you know, of of that group as well. Like we can't just think about the people that voted no. I'm sorry. Like we have to think about the people that want the school, but I don't know the answer

113to your question because I legitimately thought that's what we were doing. And then when you find out that that's not what you're doing, then you say, well, okay, I I really think we need some time. I know that the schools don't have the time. But I another huge project like this, I don't know. I don't >> So I thank you for saying that. >> I think my question is I my answer is I don't I just don't know. >> I I don't know either. And I I I want to say I do want to respond to you because I maybe I I don't know that we 100% agree, but I think we like in other words I've spent time >> I've spent some time really reflecting. Um, of course I feel of course there there

114were lots of people for whom this project did bring out those feelings and the reality is that the vote did not pass >> and that it's I know I personally spent a lot of time thinking to myself, okay, that means that there's something that I didn't fully appreciate. here. And I see it as like how the next time when we move forward with whatever it looks like, I think it's going to be important to be laying a framework to ensure that there's a different kind of a different kind of conversation or a different kind of um >> Exactly. I guess I don't I don't mind debating on issues and facts and truth, >> but I can't debate on misinformation. So, I don't know how we go forward. >> Okay. So, >> with with just there's

115so much misinformation. >> So, that's a great like see that I think is a great >> and there's personal vendettas. No, but like how can I think that's a great beginning for a framework like what can we do >> to ensure >> that or to help the entire the whole community to have a way that that that there that information can be transmitted that people that everyone can under understand and say like okay this is true because I I don't know and I'm and then I really will try to stop talking but I really >> you sell that I will elect you to like a high office. No, I I I know. And I but I what I'm trying to say is I think that the part of the way to create that is to

116create some kind of a framework where there's more ownership so that people all with different opinions >> can can agree. Like I said, I think you always want to start with where's there's agreement. I think that there's agreement in our community that our schools are in our elementary schools facilities are in need of attention. I think that that is something that people agree on in our community. >> So like that's where we're starting. >> I like that idea like we start from a place of agreement but then >> it quickly devolves into how to pay for it, how to make it a reality. >> Part of the issue is I see two main buckets of improvement needed. one is very physical and like literally concrete. We can walk through the facilities, you can give a

117tour, you can see, you can read the state of facilities report and it's very like concrete items, physical items that need attention. And I think that is the people that maybe voted no but are in support of improving the schools. Like that's very easy for them to see like we need that. The other bucket is the style of the facilities. you know modern learning calls for different facilities than what we currently have both in size and organization. So that piece unless you have knowledge about modern education that is less concrete to understand. So I think that is kind of the main push and pull of sharing information. Um, I'm not saying I know how to inform as much about that piece of it. And I think that's where I personally was very frustrated because our

118educators were telling us, the specialists, the experts were telling us what they needed and people I felt weren't listening or weren't believing. And we're just very focused on the physical stuff. But I understand that because we all have a home that we're caring for. You know, we're all familiar with replacing and renovating. So, I think that is the push pull that we have to move forward with. I don't know how to solve that piece though. >> I think the paper will help like if we keep prior to the last year, right, we didn't have a newspaper that went to every single resident in Hamilton and went. I do think local news I is really important. >> So I think we need to actively like engage with the newspaper to make sure that the actual facts

119>> are getting out there with actual numbers. And I I mean maybe that I mean I think this is I'm I mean maybe that is I I'm a huge believer in the desperate need for excellent local journalism. Um, I it's one of those things like if you know if if everybody has at times been frustrated by something that's in the newspaper that's probably good, >> right? that like if >> if you know that like it's >> it's not always the most fun when you're like wait that story isn't necessarily spinning me in the best light possible and yet that's probably a good thing if you're feeling like sometimes it you know I and to Julia's point I mean actually I think >> the idea I mean what I wrote down before you said that but

120now that I'm thinking about it is that Julia's point about like how do we create a shared belief in an information system, a shared database that people can agree this is factual information and I think local journalism and really >> I mean that's something we can't we can't ask for that's our local journalists are right here we can't tell them what to do but like really intense investigative reporting >> to call out when facts are not facts or to call out when facts are facts like could be really valuable. Yeah, >> the information is going to play a huge role. I I also think a main piece that people were upset about even though we gave them multiple opportunities to participate in the process was that somehow this was like steamrolled over them in the

121last minute even though it' been going on for like 10 years >> and I actually think local journalism is a is >> exactly so now I think there is more desire to get involved earlier there's more of an appetite to like engage in these discussions so that could be a piece of it like engaging people earlier, getting information out earlier. I mean, I don't want to at all say that Eric and the building committee did not do that because they did, >> but the whole thing was it was not >> it was just not as public. It wasn't as out there. It wasn't as >> well and there was no way for us to communicate with the entire community all >> right. There's no there there isn't >> really send an email to every single

122resident in >> W. That's true. That's true. We're sending emails to the to the community. >> Yeah. I'll just I mean again I wasn't part of the school committee last year or in years prior when you all did a tremendous amount of work but I do think that Eric and the school building like there was just so much outreach to the community and to the public. So I'm personally struggling with like >> yes >> what more can be done going forward. Um >> right especially when there's like anonymous email campaign. >> I'm like grasping at anything here just like grasping at something positive. >> Yeah. Ellen, we're also dealing with a problem of how do we get Winnham to vote for something that's just going to improve Hamilton schools. Correct. And how do we get

123Hamilton to approve something that's just going to improve Wendham schools? >> But to be clear, all of our kids go to all of the schools. >> I am not disagreeing with you. >> But that's how people look at it. That's literally how they look at it. >> Unfortunately, that's one of the the myths and misconceptions that need to be addressed. >> Yeah. And so it's almost like like when I approach things from my perspective like at work I try to take stock in like what what do I see as the known obstacles I kind of do like a SWAT right like um successes weaknesses opportunities and threats and then assess kind of those key threats and how like and a threat is just something that's going to be an obstacle essentially and how do you

124>> come up with strategies for how do you combat that and overcome that I mean maybe that's something we apply care, but like understanding that I think is a key sentiment that exists that we're going to have to overcome and we have to think about how do we do that thoughtfully to be successful >> across all three schools. >> Ex. No. And I I guess that's what I I actually I mean that's I think that's beautiful. Like that's like I maybe it doesn't feel like you know I know I mean I know I'm sure all of you had I mean I had people 12 hours after the vote say to me like okay so what's plan B? >> Yeah. >> Like and were genuinely shocked that like >> we don't have a plan B. No,

125we've spent all this time and energy to create what we, you know, one plan because that's the way this works. >> But now we do need to create plan B. Like we do and so >> CD D E F. So I love that. I mean I think that is like to me like slowing things down and saying like okay let's do an analysis you know I of course I don't the successes, weaknesses, opportunities. I think I misspoke strengths, weaknesses, opportunities, threats, >> sot, sorry, I'm tired. I've been up since 4:30. Um, you know. >> Yeah. Um, I So, my intent here was really to open up a conversation with the committee, but also to have the community here that like we're starting from here. We are. I don't know. I mean, we don't need to

126talk forever. I don't know. And I don't know if Eric, if you want to chime in >> or not. It's okay. >> No, I do. I think I think it's important for us to go right back to where Dana started. No matter what side you're on, everybody agrees something has to be done. I think that's pretty majority. I'm not going to say everybody because there are some people that going to say no matter what. I get that, too. >> But the majority of the people, no matter what side you're on, we're saying, "Okay, we re we realize something needs to be done. We don't want this to be done or we don't want that to be done." and stop looking backwards. Look forward from that point. Bring the the parties in, whoever wants to come

127in and talk and tell, you know, what do you think? What do you think? What do you think? Which takes time, but I think it's important time to be able to say, okay, let's get it all on the table. Let's sort out what's real and what's not. Maybe use the press or not. And then start to move forward. and then everybody carries the the process rather than somebody some some people carry in the process, some people don't. There's never going to be 100% agreement. It just doesn't work that way. I mean, >> every year at town meeting, we see somebody vote against the $9 bill to be paid from last year. It's okay. You know, I get that. But I think it's important for us to say we do know this piece of the puzzle,

128the something has to be done is what I think everybody can say, "Yeah, you're right. what it is is I think our next task. Yeah. >> What is it? >> Because it might not it might be a stretch this far for people to say, "Okay, we can do a $10 million project or we can do a $15 million project. We don't want to do a $30 million project." So, I think really getting those like how far does this go? Knowing some of the information about Cutler, there is a lot of work that needs to be done there. That's probably the bigger project right now about all of them. But again, what does that look like? There are a lot of people who had a lot of things to say. >> Um, good, bad, misinformation, whatever.

129Drop it. Let's move forward based on what we have. That agreement is an important piece of the puzzle. And even conversations I've had in the community with people who voted no, they will still say to me, we get something has to be done. So, I think we we need to be able to kind of drop whatever um concerns we have about the past and start to say, okay, how do we make this connection? How do we work together on behalf of our kids and our staff so that we can get something moving forward? And it's not going to be instant. There are a lot of still quote rules to the to the road. Um there are rules with bidding. There are rules with uh design work. All the things that we, you know, we deal

130dealt with along the way. We still have to figure out how to fit that. Does it become an MSBA project again? Do we apply no matter what in the spring? Those are those are all conversations I think we need to have. Um we know it's not going to come around right away, but it could. You never you never know. Oh, it could come down in 2 years, 5 years, four years. But I think we need to be prepared to start taking some steps in the direction where everybody agrees >> and then try to figure out how far we can go out. We can look back and be poed about everybody's anything what I said, what somebody else said. We need to move beyond that to be able to get something done. I think it's important

131for our kids. I think it's important for our staff. I think it's important for all of us to be able to make something happen based on that agreement of we all realize something needs to be done. >> Um I don't know if I again this was really just an opening conversation to to I think Jen mentioned it >> question to answer. >> Yeah. No, but I and I I guess, you know, it's people feel like they have other things to say, we can, but we can also just, you know, move on. >> Um, and and know that this is going to continue to come back on agendas and we're going to >> good it should >> hear from people and reach out to people and um, >> you know, so that we can kind of

132come >> eventually come forward with sort of what the path looks like. >> Yeah. Yep. Right. I actually feel good about the conversation. I hope you guys do, too. Even though >> um Okay, we're ready to move on. Okay. Uh next up, we have the um custodian uh MOA. I don't know if you want to speak to this. We don't we don't have to. I mean, I know, but >> Yep. Uh the current MOA from the ASME custodian and maintenance union union uh in summary will have the district agreeing to count all vacation in sick days towards their 40hour work week. Uh in return, the union agrees to another uh vacation blackout week for the week prior to senior graduation. >> Um oh, we should have started off with a motion. I'm sorry. So you

133sorry I move that the Hamilton school district approve should I say just MOA approve the memorandum of agreement entered into between the district and the AFSCME council 93 local 2905. >> second by Amy Clumber. Um does anybody have any questions? Any further discussion? No. All right. All those in favor? That is unanimous of the five member present members present and the motion passes. Um, right. Uh, next up is the superintendent contract. I'm going to do it right and ask for a motion first. >> Okay, hold on. I got to make sure. I move that the Hamilton Wom Regional School District approve the contract of employment between the regional school district and Eric Tracy as presented on the agenda. >> Second by Jen Carr. Um, does anyone have any questions or is there any discussion? >>

134Questions? I mean, I know people are upset with the number, but most of our teachers and most of our administrators don't get raises that even keep up with inflation. So, we're asking them to do more or the even the same amount for less buying power. >> So, occasionally we've got to come along and we've got to do a big correction. And we've already done that for the teachers. Um, I think it's time we did it for everybody. >> So, I've personally been struggling with this a little bit. Um, not in a reflection of Mr. Tracy at all. I think you're lovely and wonderful. I think you've done an amazing job for the students, the district, for everyone. We're so lucky to have you. I have been struggling a little bit with the number, right, and

135with um how we derived that. I understand that it stems from some of the increases we did with the teachers contract last year, right? And we were keeping that in line and some of that um the increase there. I'm just personally struggling a little bit. I know we missed our last meeting as well and our executive session where we would have had this discussion. So that is probably a missing link for me. So, fortunately, that's where I'm just um I'm just I'm struggling. Um you know, in my I've always worked in the private sector. Um you know, like a 30% raise is like really kind of unheard of unless you're jumping companies. Even at the promotion level, that's like really challenging. However, I'll also say on the other side of that coin, in the private

136sector, Eric would be considered a CEO and a CEO would make four times this, right, in terms of total compensation with salary, bonus, stock, options, whatever. Um, and so like I I'm just very conflicted with the amount and if trying to understand if we did um analysis around comparable salaries of comparable sized districts. Wait, where did you get 30%. >> Yeah, I was going to ask that too. >> This is only like in between seven and 8%. >> Okay. >> No. Well, so just to be clear, it's 6%. >> Yeah, 6%. >> It's 6%. So that is so for one year and then based on evaluations. >> Correct. So just for accuracy that it's 6%. >> Um, and it's a five-year contract. And I'm sorry, you could speak to it if you want. >> Yeah.

137No, I was just saying >> um >> it says in the contract it's pursuant to evaluations every year. >> Correct. Right. So there the the salary is for the first year. >> Yeah. >> There's no no information in the contract about the future salaries. So salary is set each year. And I I will say I did I didn't have time to do as deep a dive as I would like with to do with comps, but our superintendent has almost five years experience. >> Beverly superintendent who's just starting out is making around $200,000. >> Manchester Essex superintendent who only has two years of experience is making about $220,000. >> So I think it's really important that we reward people for the experience that they have. Yeah, there's a difference between a superintendent who's only done this

138job for two years and a superintendent that's done it for five and taken a major project, you know, through all the stages. >> Yeah. I don't dis Listen, it's not to me it's not a reflection of Eric at all. It's like it's the number. I did some research. Um it's hard to do, but I did do some research. Um, and from what I could find, there were only two districts in all of Massachusetts who make more. One of them is Boston public schools at 280,000 and they have a district of like 46,000 students. So that's like compared to I think what do we have here 16,700 students roughly. Um, so it's just a very big difference. The only other district I found was Nem where the superintendent makes $255,000 and that's also a much I

139think it's like 17,000 students. I can check my numbers. But um so that's just where I was coming from. The years of experience isn't something I factored into it either because it's like honestly it's very difficult to like find this information publicly. Like I couldn't even find the the prior contract to do the math. So that's where my numbers are a little bit wrong too. So um I missed last session. So I just am I know I'm kind of >> No, but it's good to bring up. You should ask this question. >> Yeah, it's good to bring up. I >> It's important. It's important. It's important. >> Absolutely. Everybody should be on the same page. Yeah, >> I also want to acknowledge how uncomfortable it is to talk about somebody's contract while they're sitting in

140the room. >> I'm so sorry. I'm so sorry. >> Don't worry. >> But I also just want to kind of add on to what Jen is saying and a couple thing points that you made about like bigger districts because our district is smaller. I think Eric does more than other, you know, other districts that are bigger have more admin staff than we do. And just, you know, something I didn't know before I was on school committee is just the hours that Eric works are, you know, like 12 to 14 hour days. So to my mind, I think that's important to know when you're considering someone's salary. Like we all have salaries and we can kind of compare how many hours we work to somebody else. And I just think it the job is massive. And

141I think with what we have coming up, you know, the last thing we just talked about, um, figuring out this facilities issue, like to my mind, I think I want to offer something like that. But I'm I am glad that you brought it up because it's, you know, it's good to talk about. >> But that's also a great point. I think a bit, you know, I know he works like 12 to 15 hour days, right? He's been at school probably since 7 this morning. He's still here with us now. he works all the sporting events on the weekends all summer whereas like teachers I know are not they get the summers off most of them right so I understand like I understand the the difference and the and the rationale behind the the compensation so

142I do I do understand the effort and and what goes behind it so thank you for that it's good to bring up um yeah I I certainly thought about all those things and um I I mean for me this is this contract as important for our district in my opinion. Um that that is how I look at it. Um, I think Eric has been a first a stabilizing force for our district and then a forward moving forwardinking force and I I really think this is um not not just the salary but the five years I think is um really valuable. Um, and I will say to all of you, I I I'm sorry. What' you say? >> You've been through quite a few negotiations. It's not your first. >> Um, yeah. And I just the

143one thing I'll say is like think about every communication you've ever signed to Eric and how long did it take him to get back to you, >> whether it was 7:00 in the morning or a holiday or like, you know, I like the man works all the time. Um, you know, I um, so anyway, I don't know if other people have other things. I think we had a motion in a second. Does anybody have anything else? >> Nope. >> We're ready to vote. >> Mhm. >> Okay. Um, all those in favor? That is four. Those opposed as one opposed. And the motion passes uh 4 to one. >> Okay. Uh, next up is Oh, this is >> pathway. >> I need you to Yeah, I know. >> Yes, please. >> I was going to try,

144but no. Go ahead. >> So, this got on the This actually is on the wrong agenda. It should have gone to policy first. Our dilemma is that the state has given us a November one deadline to submit something. >> Doesn't have a chance. >> So, it it really doesn't have a chance. I am very willing to bring it to policy and request an extension. We we do have that option. Um M Dr. Best put this together based on all the information that the state sent out using the template for the middle school pathway exploration. It is part of the new law that was recently passed uh around technical schools, CTE education uh schools they call them. they are Essex Tech in our case for the majority of our kids. Uh they're trying to get more

145access into schools from the technical school side. Technical schools I think were complaining that not all middle schools gave them access to the kids to tell them about the school or give them an opportunity to see literature or things like that. We've kind of done that all along so it's not a big deal for us. Um this is uh a Zack following the template, Dr. best following the template um as expected from the state. But again, I >> I I'm very willing to bring it back to the to the policy committee. I just realized it the other day when I looked at the thing that we put it on the wrong agenda. >> So, if we were to bring it back to policy, I think you mentioned to me that we could send a letter

146or something just saying we it's going to go to policy and we want an extension. >> Yep. I can request an extension saying it has to go through a a policy committee, which I think is the right way to do it. Okay. I just didn't want to take it off the agenda and have everybody go, "Where'd it go?" >> You know, it just it should have been on the policy agend agenda for the next meeting. So, >> okay, I think that's fine. >> Do you feel like you need anything from us in terms of requesting an extension or >> No, I can I can do that through the portal, the state portal. >> Okay. Um, but I do think we probably need a motion to move it maybe to policy. I don't know. >> What

147do you guys think? >> Sure. I vote that the Hamilton 1M Regional School Committee move the middle school pathway exploration policy to the policy subcommittee. >> Second by Amy Kimberger. Any further discussion? >> Like we're ready to vote. All those in Oh, go ahead. >> Are we adding another step that's not necessary? >> Yeah. Can we just >> like Does it have to go through policy? >> Oh, yeah. I don't I don't know. >> It definitely does not have to go to policy. >> Okay. I mean all the policy are >> we're here >> here. >> Should we just talk about >> now or >> the problem I have with it is it's not a policy that fits in the policy manual. So for me it's not really a policy but the way the law

148>> outlines it. They're saying every district has to have a policy about how they'll interact with textuals. So this is >> it just doesn't fit in the >> I just thought we were doing most of this already. So >> yeah. Yeah. It's not a problem for us. I I guess maybe that's and maybe if it were to go to policy then maybe part of the discussion is like is this like a middle school policy or is it like I don't know you know rather than >> that's interesting put in the middle school handbook we we have to publish it in middle school and high school handbook and it has to be on the website once it's approved. >> Okay. >> It has to be and it'll go in the weeklies so that you have to

149make it very publicly available. So I don't >> part of the the law. >> I don't have an issue bringing it to policy. >> I don't either. I just wonder if it's a necessary step. >> Yep. >> Like >> I agree. >> If we can save him work of not having to request an extension and just vote on it right now, >> I'm fine with that. I guess the only question I would have is if like are we setting a precedent for introducing >> and that's why I asked >> pathways in middle and high school like do we want to just broadly talk about it and have this be part of it >> if we do this does it open the door for other things like >> am I overthinking? >> No, I think it's

150I think it's important to follow the processes we have in place. I think I think >> like you said down the road oh I got another one you know I don't want to get into that habit. this was clearly just on the wrong >> agenda. So I don't think I don't think it's worth >> going out of out of line when I can go onto their portal tomorrow and say this is the what happened. This is you know the the policy is written and what just needs to be reviewed through our processes. I don't think that would be a problem. >> Okay. >> Um All right. I think we have a motion to move it to policy and a second. >> Yep. Does there anybody have any further? Um, all those in favor? That is

151unanimous and the motion passes 5 to zero. Members present. >> Can I mention a typo in Eric's contract that I just saw? >> Really? >> Unless you want this, Eric. It says July 1st, 2026 through June 30th, 30031. >> I've read the contract so many times. No way. >> I'll be alive. >> I just saw it. Where on earth? >> Like your first board your first board will have to be the superintendent forever. >> Oh, it does. >> Frozen every >> I don't know if we need a motion, but just it's a typo and I >> Where is it? >> It's not It's in terms >> Oh my gosh. That's >> You shouldn't have said anything. >> I know. Then we could keep him, but don't forget generations of >> Oh my gosh. You can

152um cross an initial and sign it. >> That's funny. >> That's great. >> I'm sure I won't be here. >> Yeah, sure. You'll do that. Yeah. >> Forever >> how many hands that made its way through. >> I know. Exactly. >> It up. I saw it. >> It twice. >> Oh, no. I only saw >> Sorry. No, no, no. That's wrong. Just the one time. I was like, >> "Sorry, just keeping you all on your toes." >> All right. >> Okay. Um I just want to give a quick I think everybody is all clear on the update on the Tuesday the 21st. This coming Tuesday um we are going to meet jointly with the Wenom select board here. Um the Wenom select board is going to start their meeting at 6:00. They anticipate that the

153portion of the meeting with to um appoint would to appoint a new school committee member would begin around 6:45. That's what they're planning on. Um there are four um candidates um from Winnham to fill the seat. I'm I'm really excited that like I think that's a wonderful thing that four members of the community um stepped up and are willing to do that. Um I just wanted to let the committee know and um candidates know if they're listening to that. Um if you remember this committee we approved those >> um questions >> questions. We sent them over to the Wenom select board and we sort of said this is the general framework. They made some like some wording tweaks and they actually I I think maybe maybe split one question into two questions or something but

154>> um they did a little bit. Um, and if everyone's okay with it, I you know, I didn't feel like we needed to bring back the minutia of um, and to Jen's Jen's at the end, I think you added, we're going to make sure that there's an opportunity that if somebody else has a question, us that's going to in other words, if anyone here or the one board has another question, that's okay. That can get asked. We said that in the meeting before. Um, and we also made sure that if they wanted to, the candidates had question they could ask. >> Are we going to bring all the candidates into the room at the same time? >> Yeah, that's how we've done it before. >> I know it's how we've done it before. I've never

155liked it, though. >> Um, the first person who answers any given question has a disadvantage on all the other three. >> Well, we do rotate. >> Yeah. >> So, we wouldn't have the same person answering the same question. Did you want to have four separate meetings? >> I would rather have four separate meetings. >> I thought we did that one time. >> Not to my knowledge. >> If somebody does a job interview, you're not interviewing in a big room with 10 people. >> True. But when you run for school committee, you're, you know, being a candidate publicly against multiple people. So, I feel like the job interview um comparison makes sense, but also, you know, you might go to a debate or you might right, >> you know, write publicly. >> That's how I likened

156it is like it's you're running if you we will eventually run for public office, right? Like, and there could be a debate, you're subject to that. I mean, I hear you though. I don't disagree and I sat through it. >> Megan just lived through it. still giving at least two people an advantage that the other two don't have. >> But I guess the advantage of pair, right? I mean, >> yeah, everybody has the question. >> I mean, you think if they thought of something, right, to say >> or if they listened to somebody else's answer and said, "Oh, that's good. I'm going to use that." Maybe we could ask you're free to do this. But we I and I did I will say I did talk with Ben um Thyman who's the chair of the

157Wenom select board about that about making sure that like we didn't know we were going to have four candidates but making sure like you know question one this candidate will get to answer first then question two the next candidate will get to answer first so that you're not always because that is an advantage or a disadvantage depending on I mean depending on the person it could be good to answer first or last I mean in other words sometimes it could be hard to answer last because everyone's already said the same thing that you were going to say. I mean, >> and now you have to be even more creative to come up with a compelling response. So, I don't know. Exactly. I see. >> I So, I I'm only just sharing with you not that

158if this committee, I'm at the will of the committee. If you want to make changes, I'm telling you that like it's on Tuesday and we've we've sort of arranged it this way. >> Yeah. I don't think I want to make changes now, but it's something we should think about if it happens in the future. >> I think we c I think yeah, in the future we can think about um you know it some of it is kind of spelled out in the regional agreement how it's done, but it doesn't it doesn't spell it out to the minutia. So like the part where it's a public process needs to happen. The part where the committee members need to vote publicly needs to happen. Like it's not a secret ballot. It's not >> um so those kinds

159of things. But you're right. There's nothing in there that says that we couldn't have them like have a soundproof booth somewhere where they come in one at a time. >> Um, >> do we have budget to buy like noise cancelling headphones? >> Everybody sitting in the audience. >> Um, yeah. No, I I think >> budget. >> It's it's a point well point well taken. Um, >> something to to think about definitely. Yeah, it's it's just something that has bugged me the last couple of times. So, just wanted to bring it up since we don't talk about this. super. It's super awkward and I I actually really value >> the three of you who all actually have well not yet but Megan will have on Tuesday experienced it from both sides like you know um >>

160because that's important perspective I think like >> um so um anyway my biggest thing is I wanted to let everybody know about that the meeting has been posted all before candidates are listed on the meeting with their um resumes are all posted. Um and I just want to make sure everyone's comfortable with like a little bit of wiggle room in terms of what the questions are in terms of um if something doesn't get asked, you can go ahead and ask at the end. If you feel like something didn't get asked that you wanted to ask. Um um and I will if it's okay with everyone I'll do what I've done before which is like physically print it out so everybody has questions and then >> so um >> All right. Are we good? >> Good.

161Good. Okay. >> Um All right. I don't think we have anything on finance and operations. Do we? >> Should we just mention that there's a meeting that's going to be started when they arrive? >> Oh, I think I said that. But I'll say sorry. Um, so yes, that's okay. Yes. So they're starting at 6. We start at um the seleum select board is starting at 6. They have some a hearing of some sort that they have to have like a procedural thing. I think it's on cable providers. Y >> um >> Okay. >> So that's why they're starting at 6 and then they anticipate they'll be um ready for us at 6:45. So of course it's a public meeting. can come at 6:00, but we're not going to sit up front until 6:45. So, um,

162>> sorry. >> All right. No worries. Um, okay. Vinnie, did you have anything on finance and operations? >> No, not today. >> Okay. Um, >> thanks for coming. >> Thank you. All right. Uh, committee reports. >> Capital Finance >> 20th. >> Okay. >> All right. Um, Pauly, >> we've got some stuff. Yay. Um, so we discussed the in this meeting we talked about the competency for graduation because of the MCCAST removal. Now all school districts are required to do this. Eric, do you want to present what we talked about? >> Sure. The competency determination policy. It is an actual policy that goes into the policy book. Um it's an actual >> and if you want to know how it works this is the submission process 20 or something page document from the state. Um as

163you know the ballot question in 2024 remove the MCCAST as sole basis for meeting the competency requirement. The state has determined that districts must create a competency determination policy that has to be approved by the governing body and then submitted uploaded into the GEMS's website that uh Department of Education runs. And this has to be completed no later than December 31st. Again, it's a fairly uh straightforward process. I have the booklet here if people are interested, but it's another templated item and each school principal works on it. We've worked on it with uh Mr. Managoni worked on it with a number of principles in this area. So all very similar there not a lot of changes other than plugging in what happens in each school. So this is our it's gone to policy been sent

164from policy to here and following our processes would be our first read and this is brand new. There's no we've never had this before. Um, I actually had a question under English language arts. >> The course for work requirements say the equivalent of two years of high school English language, but then the notes say they have to take it 9th, 10th, 11th, and 12th. So, shouldn't that too be a four? >> Um, so the >> you have to pass it. >> The the requirement for the competency determination is different than the graduation requirements, which is what the notes are. So our graduation requirements are actually higher than the competency determination. So English is a great example. >> The state is only requiring kids to uh have the equivalent of two years of high school English

165language arts as part of the competency determination. We made the note that we have them offered in four grades. >> Okay. >> So thank you. That's a good question. >> Okay. Wait. So maybe because I didn't understand it that way. So now let me just make sure because I thought well maybe it doesn't matter. >> It matters. No, no, no, no. It doesn't matter. I I mean, I understand what it means for our students. I guess I just thought all students statewide had to take English four years. >> No, that's not necessarily >> necessarily pass English four years, but take English. >> So, there is a there is a standard. The state has the curriculum frameworks and then those frameworks are designed to have four years of English. Um, I think the majority of high

166schools in Massachusetts anyway have four years of English as a requirement. Um, but you could substitute something else. it could be, you know, some type of a literature course. It's not necessarily just ELA. Um, in this case, they're trying to say that >> if I if I rolled back to the EP process, when kids didn't pass the MCCAST, there was this process called the educational proficiency process. They're basically mirroring that old process. Now, to say, all right, in order to get a diploma, you have to at least complete these two things. Our graduation requirements happen to be more extens extensive. the dilemma you have with >> a kid like um a kid who doesn't who didn't pass say English senior year you you don't have they don't have the option to graduate until they meet

167you I mean they have they would have the option to get a diploma under the competency determination but they would not under the school's graduation >> that's what I was going to ask which one supersedes which >> the graduation requirement >> okay >> the the competency determination is just a trigger to say the child has done the minimum work necessary under the state's guideline to receive a diploma. Our graduation requirements still have to be met. They still have to meet the number of credits required. >> Are we able to change to just to clarify like are we able to change the name of the column to help understand? >> Yeah. Could we do competency requirements and then graduation requirements? >> I think it's a I think it's a template from the state. >> Okay. Yeah,

168>> it is a template from the state >> coursework requirements, >> right? So, and this is just Right. So, it's as a template. This is just basically us filling it in like they're saying >> what is it in >> parenthesis. It's like the last the last thing we were just talking about. It's the same thing. It's a it's a template from the state that >> they're trying to get everybody on board now that there's no MCCAST requirement >> cuz you still have you you know we have we have kids that may not have passed MCCAST in the class of 2026. So we got to fall back to this now. So the principal now has to say okay who didn't pass MCCAST or not a lot of kids in Hamilton but who didn't >> what's their

169u competency determination requirement look like did they pass two English two classes of English the other thing is they have to pass the final assessment to show mastery >> so that's a if you look at up kind of in the middle to show mastery a student must successfully complete in accordance with the district grading policy and course requirements a finalist assessment for a course, a capstone or a portfolio or an equivalent measure. So, let me give you an example of one student we know we're looking at didn't happen to get the the score competency score at the time and when he here or she was a sophomore uh that student now uh we look back at the courses did not pass the final assessment but passed all four quarters. >> Oh, no. >> Which is

170possible to do. >> Yeah, of course. Um, so now it puts this this child into this very interesting situation. It's been built into these that they can now go to the principal and the principal determines what what's acceptable. Could be something like an assessment, a portfolio or something. It just has to be it'll end up being reported to the state that Eric Tracy didn't have a final passing final exam for say English two, English 10. this is what was um used in addition. So it gives a lot of options for kids. There's a requirement for uh appeals. There's a requirement for kids that come in from other states that may not have, you know, there there are kids that could come in as a junior and may not have anywhere close to the course requirements

171that we expect by the time you're a junior. So the principal is going to have to make some calls on what that looks like and then it has to be reported to the state. Mhm. >> Well, and this we I mean we we knew this was coming and when when Brian came and talked about the in the I mean a lot of this is similar to what he talked about. >> Yeah. I think the the column headers just threw me out. >> Yeah. >> Do we need to vote on it or it goes to policy or >> This is your first This is just a >> Yeah, >> this is the first read. It came out of policies. >> We're collecting feedback. They're collecting feedback. I Well, I heard the feed I heard the feedback

172that there was concern about the column titles, >> but maybe that's part of the template, but I'm wondering is is but the wording within the square of the notes is ours. Is that correct? >> Wording within the square of the comp where it says notes. Yeah. >> Yeah. It's it's >> so like maybe there that's the place for some clarity. Like it in other words, right now the top one under it says this is the one you were talking about. It says to satisfy this course requirement students must maybe it says to satisfy graduation requirement >> like I don't know if that's the place to clarify it like >> or to add like the name of our district specifically >> or to satisfy this course requirement Hamilton wom regional high >> right or something like

173that then like >> like maybe that's the area maybe that's the feedback is that like if we can't change the column then maybe title >> we may be able I can ask I don't >> I just think it could be if if the place where we get to write what we want is in that little square. Then we should just clarify. >> Um that's helpful. It is confusing. Um >> yeah, we can dig into that a little more. There's no there's not a rush in this either. This one this one is uh December 31st to be submitted. >> Okay. I think it looks good. Are we still going with AP US history not meeting the history requirements >> as the third year? >> Is that what you're asking? >> Yeah. >> Um >> I thought

174for a while we weren't counting a push. Sorry I used the acronym um as a a true history course. >> No, I think we are. I think I think it was Brian clarified that. >> Okay. So we switched that >> during the program of studies. Yeah. Okay, just making sure. >> Um, >> so I can take the suggestions, dig into it, and bring it back for a second read with some answers. >> Okay. All right. >> Thank you. >> All right. >> This one is not me. >> Next up, Amy. I'm sorry I'm turning over that. >> Yes. >> Tell me all about this document. I'm so excited. >> Sorry. Uh yeah. So this is um something the policy subcommittee has been working on for a while. We were asked with creating a handy document

175about voting thresholds. Um though it got a little more complex. >> Very complex. >> Are you able to pull up the actual Google doc, not the PDF? Yeah, >> I know it's not clickable. It says click here. >> So, um, and also we can talk about I know we usually put PDFs as exhibits, so they're kind of like set in stone, but we can also kind of lock up this document so it can't be edited by accident. >> This is the one, right? >> That's the one. Yep. So, on the left there's tabs. Um, >> zoom in a little. The main tab is all of the places within our district policies that mention voting or approval. Um, and I think as we go through the policies, like you know, in our usual process, we might

176want to consider >> um being more consistent with our language as far as voting versus approval. Some of it feels really casual. >> Um, but so this is where they're all mentioned. So when we end up if we end up doing that, it'll be easy to see where they are. >> So everything here on this first tab is everywhere that it's mentioned by both >> okay >> a regular simple majority or 2/3 and then >> I love that it starts right off with incapacity of the chairperson. >> I know. Thanks. I just went in order >> section A >> right there. Okay. Um, but then if you click on either where it says click here or the other tab, these are all of the votes that require a 2/3 vote of the committee. >> Okay.

177>> So, this just filters out anything that's simple. >> Yep. >> Um, and this one is shorter. If you scroll down, it's >> not super long. >> So, this was my stab at making this as simple as possible. wasn't as simple as creating. It's >> very complicated. >> You know, my my vision of this was like a one-page >> cheat sheet, but these, you know, some of these votes kind of deserve explanation. Um, I can go back and link every single policy to the headings, but for now, each section is linked. So, for example, if we're talking about a fiscal policy, section D, if you just scroll down a tiny bit, >> yeah, >> that is linked right to the website with the policy. >> I see. Yeah. >> So, I can easily go back

178through and do all of the, you know, >> No, I think I mean I don't know. I >> in capacity the chairperson meetings and special >> if we want to just focus in on that one. Um yeah, this was a ton of work I can see. Thank you very much for working on all that. Thank you to the >> It's interesting. >> Um I think this is I don't know. So let me just make sure I understand like you you would share obviously with the committee sort of a doc a document that would be more clickable. >> So this Yeah. this Google doc >> we can lock it so that it can't be edited by anybody except I mean I created it so I can edit >> we can also because it's in a Google

179doc >> you know right now our policies are um they are searchable but this way it's searchable to just the page so if you do like a command f and search for >> I don't want to use incapacity the chair person anymore but like you know >> you can yes pick something else >> but you can search our you can search So >> the clickability is really just filtering out everything that is a two/3 vote, >> right? I I mean to me I this is it's much >> more complicated than I thought it would be, but it's also really helpful. I think I I mean I'm for me and I fully admit that I'm the one that asked for this. >> Um for me this is really helpful. Although it's longer and bigger than I

180imagined, but it's really helpful. Um because and I guess what I'm wondering is like does it make we don't this is not a policy this is just a useful just a tool. So to my mind, it's sort of like maybe we just use it and see like just as it is and see if like oh we really wish that it was each policy was linked and you could click on it or not, >> you know? Um I don't think so. I think my personal >> it seems like it's a document that's always going to be updated, >> right? >> Yeah. I mean my personal stress is always like um you know like like okay what you know what if I'm you know like appointment of a working group member like we're in the moment and

181I want to be able to look it up >> that is that's where this is handy. So there's definitely >> I don't really need to be in the weeds of each policy. I just want to know like how many >> well it's like a reference document. >> Yes. Exactly. for, you know, reading through every single policy with the goal of pulling all these out. You know, as a committee member, I'm like, there's definitely stuff in that is not in here that we vote on, right? >> But usually that language will come from, you know, a motion that's written for us by council or whatever it is, >> right? And I mean, I will say there are certain things like Vinnie will know like Vinnie will say this, >> most of them are financial related. Right.

182So, but to your point, you know, if we're talking about creating a working group, >> this is a place where >> Yeah. Thank you for this. I think this is great and I think >> uh No, I think it's great and I think it's a really important document. I'm more thinking about what's the best way like so that to me it's something that all the committee members and Eric and Vinnie should just have available to them. So, it's more about like how to share it. I don't it's not really something that is like all this information is already publicly available to everyone. This is just an organizing >> document so that it's easily >> like at our fingertips. So it's more just about I think this is really helpful. I'd like to just dive in

183and use it and see what we think. >> Um and so it's more about making sure that the whole committee has it that it's a fixed document that can't get screwed up by somebody >> accidentally. So I would propose that we lock it so it's view only. >> Yeah. >> And that it belongs to the policy subcommittee. So you know over time whoever is maybe whoever's the chair of that committee is responsible for keeping it >> right. If you changed a policy or updated or got a new policy it would one of the questions policy would ask is does it need to change anything or be updated or added or deleted from this >> document? And I wish there was I was trying to think through a way where it would like automatically update, but

184I think that's too future. >> That's future. >> Future, right? Do >> we do we still need to vote on it? >> I don't think so. I mean, it was a No, I I don't think it's not an is this is not creating any new information or this is really just a tool that an organizing tool. >> The agenda does say vote, but I don't like I agree. I don't think we're we're not changing anything. We're just >> Right. I >> I guess we could vote on the process of me owning it and locking it, serving it to everybody if we needed to. >> Sure. >> You really want make a motion? I don't know. >> I don't I don't know. Vote that you're the steward of it or >> just the policy committee is

185the >> steward vote threshold. It wasn't >> Oh, that's the voting title of your document. >> Oh, all right then. Fine. Then we're not going to get in trouble. >> All right. It literally is. >> So, I think because it's getting late, we I just want to say thank you. Thank you. Thank you. >> Thank you so much. It's so helpful. I found it very helpful. >> And I'm going to spend some time with it. >> Yeah. And I'll send >> I can send out the link, right? The lock version. Okay. >> Yep. So, thank you very much. And again, that's I mean, I I know I'm like a broken record, but like in other words, there's nothing opening law-ish about this. Like, you can send it all to us. This is all information everybody

186has. is just a tool for us to use in the meeting. There's no So yeah, send >> probably embed it in the >> on the policy page. >> Yeah, we could put a link so Right. Exactly. And then if in a meeting if you know I can find it when I'm trying to find it. >> Um thank you. >> Um negotiations we did not have anything to report, >> right? No. >> No, we brought it forward. Yeah, that was what Minnie brought forward. >> We already did it. I knew that. I was just We've already done it. We don't have anything new. >> Um, secretary report. >> Um, so I emailed Janelle to try to get some information. Um, so there's still a bunch of minutes from the subcommittees that are missing. I have David's

187old spreadsheet. I'll send that around. I guess our thing is what do we do when it's like from 2021 or something? I I just I just don't know what to do. >> Is like in the past year, what do we have things missing? No, I I'm I I'm concerned about >> I guess I could look at this I could look at the spreadsheet. I mean, I can send it around to you. >> Yeah, we I know. I'm concerned about the old ones, but like are we up to date? Like >> we're pretty up to date. Oh, and then the school committee meetings were totally up to date. There's a missing set of executive session minutes which I owe um Janelle. >> Okay. >> Uh so >> what are we doing on that? Like in other

188words, are we marking the executive session like that Janelle like they're held like Janelle has them? Is that what you're marking like they're >> there? The spreadsheet that I have that that David created that's pretty amazing has a status bar. So it's like missing, drafted, awaiting approval, approved, >> right? >> Just a question mark approved and held. >> Right. So like the executive session if you >> I haven't even drafted >> but like if you send that to Janelle then it would get marked as awaiting approval so we would know cuz that's my big fear is like >> oh not voting on them >> like things that are like if it's if Janelle has it like >> any minutes any minutes if Janelle has the draft then any future committee if something occurs and it's

189not been approved but Janelle has the draft minutes the committee can convene review the and approve them. Right. The concern is what you were talking about is about the ones that are from 2021 and no one has them. >> Exactly. Exactly. They're not here anymore. >> You know, they're not here. It's one thing if we had minutes from 2021 and Janelle was like, "Well, they haven't been approved." But here they are. >> Well, then we can review them. But, >> and I don't actually know how up to date this spreadsheet is. So, I'd love for you guys to look at it because I just see a pair of minutes. A pair of minutes. >> I don't know what you call I see minutes that I wrote that we voted on that are listed as missing.

190Okay. >> So, I just I need to just reevaluate with the whole committee and I see a few from policy that I'm sure you guys are not missing. So, >> um it's a very helpful spreadsheet and then I will try to get keep it as up to date as possible. >> Thank you. >> But it it's we're doing we're doing pretty well. >> Thank you. Yeah. And yeah, you can share that again. That's >> or I can have Janelle share it with all of you. Yeah. Okay. >> Great. I think it needs to be I think we need to make a copy of it and someone new needs to own it because it >> It was David's document. So >> Oh, right. >> Unless Unless Janelle owns it. >> No, I just looked at it.

191So, >> and that's something, you know, I've been >> I will make a copy of it. >> Okay. >> Good point. >> All right. Thank you so much for doing that. Um, and then maybe I don't know what other people think, but then maybe like to me I think that we really need to kind of divide it up and like think about like what's current like in the past year and then separately like is there anything we can do about these old missing minutes, >> right? Because personally I would set it up by date. >> Yeah. >> Um, he set it up by committee, right? >> But maybe I could do like committees and dates within the >> Yeah. But isn't it by date within each committee? >> Um, yes, but it's like hard to

192look at, at least to me. >> Yeah. >> No, it is by date based >> now. You can organize how you want. >> No, it's fine. I think you're right, John. >> I just updated my >> All right. Um, anybody have anything else on the secretary report? >> All right, Amy. >> Yes. Oh, yes. What's in my inbox? Sorry, I'm like finishing other things. Um, okay. So, we had some email this week. Um, and again, just the the goal of this segment of our meeting is to just give a little insight into some of the communications we receive from the community. Um, we had some emails with questions, comments, ideas regarding Halloween celebrations during the school day. Um, I had some good conversations and an opportunity to plug the friends groups which, um, you know,

193my children went to the Winthrop school and the friends group there does a really awesome job putting on a Halloween party on the Friday night for Halloween uh, that we always enjoyed. So hopefully um, people take this as an opportunity to get involved more involved with friends groups if they aren't already. I don't know if you want to if anyone else has thoughts on that topic. >> Okay. >> Sorry. >> Um some comments on the superintendent's contract that we just voted on came through and then I we received some emails in strong opposition to the letter that was read to the committee from a member of the community last meeting regarding progress flags in school. Uh, the emails we most recently got were in support of the flags being in school. And that is my

194report. >> Sounds like what I got. >> Thank you. Um, all right. Uh, to you, Eric. >> Okay. Couple things I wanted to talk about and trying to just not make this too too much information, but the state recently released their vision of a graduate. They have a separate committee running under the uh guise of the governor and uh this is hard to explain but they they were trying to come up with a way to unify school districts across the state and decided the vision of a graduate would be the way to go. The hard thing is that a lot of school districts through the NE the NEA ask process had already done this work. Um so they released it anyway. They released their vision and they are now looking at um what measures will

195take place. So they their committee continues to to look at this and dig into some of the ways uh they can you know they'll be able to measure each segment of the vision of the graduate. Again this was run by the the governor's office not by Desi. Desi has very little involvement. They sit at the table. they they have not been uh giving us any guidance or any direction. So there is a concern at at uh the school level to try to figure out okay what do we do next? Um they're supposed to be opening up some more opportunities for people to chime in uh about this this process, what they've released so far with questions like we have a lot of questions here about okay, what about our vision of a learner that is

196very clear uh clearly connected to this but does one supersede the other? The word we're getting back from uh Patrick Chweiler who's a secretary of education is not to worry too much about it. It's not going to supersede at school level. We're just trying to trying to help connect the dots for all schools. Um so there'll be more coming from this. They're just trying to figure out a graduation standard to say Massachusetts kids are here, here, and here. Um and and again, the hard the hard part is a lot of that work was already done at the school level for high schools specifically, but a lot of school districts have started to adopt it down into the lower grades like we are. So stay tuned. But I just wanted you to know that the state

197just released that. Um and there'll be there's more to come. The opportunity for chapter 70 superintendent and the MASS, MASC, all the the fairly substantial groups in the state have been trying to lobby the state house to get changes in the chapter 70 funding formula. It is uh uniquely complex formula that no one could actually sit down and draw out. But uh the superintendents have been begging because certain parts of the formula formula leave uh some districts short. Rural districts are the best example. They tend to lose funding um and they uh bigger districts like Worester Boston tend to to gain on it. Uh there have been some shifts over the years where the student opportunity act was one shift to try and get more money to the states. Um but now they the state

198house is willing to to listen and hear what people have to say about it. So they've opened up a number of listening sessions. They're all listed here. Um you can go, we can go. I'll be at Masco if you want to go. Um I just think it's important for us to be out there as part of the legislative committee. I connect MASS with the Northshore Superintendent Round Table. So, I'll kind of be working in the middle of that to try to figure out um you know what other schools it's really um such a complex issue that seems to be leaving some districts short based on a number of things. Equalized housing values um number of kids at families that meet poverty levels. So, there's all kinds of number of L's that you have. you can

199lose a lot of money by losing a lot of L students in one shift. So there's there's some interesting shifts that take place. Um so the state has finally opened up the opportunity to get some information. So we are trying to just get as many people out there as possible to go to these. Um there's one online. There's one uh Tuesday, November 18th. It's our it's a virtual one. So, even if you go and just listen to see what some of the other schools are are dealing with uh with Chapter 70 uh along the way. So, we'll be part of it and I'll bring back any information I can find. >> Cool. Thank you. Thanks. Thank you for doing all that. Well, there's one other there's one sorry there there's one other thing that didn't

200make it only because it came out last night was uh the state was looking at 9C cuts which are cuts that would occur in state budget if there was a a projection that we wouldn't meet the budget. Um so if we were going to go over budget or revenues didn't match where they thought they should be, there's an opportunity around now to make what they call 9C cuts uh to the budget to keep it balanced. There are none occurring. And there was some there was some worry last week that there were going to be some cuts, but revenues have uh are above last year's uh standards. So that's good. It goes up and down it it each month. We we try and track that, but yesterday we were notified that there are no cuts. So

201right now state revenues will stay as projected in the budget. >> Thank you. Um and I'll just say to the committee, I did see that on the MA if you're on the MASC listerve. >> Yeah. I don't know if I don't know if you are yet. If you're on the MA, so if you go to MASC, you can um you can get on the list serve. You can Yeah, I think you have to actually log, you know, log in like show say where what district you are from and everything. Um but the list serve a lot of things come out, but that's definitely one of them. I >> It's a big item right now. >> So, um All right. Um anybody have any questions or anything for Eric? >> No. All right. Um, I feel

202like I've said just about everything I need to say. >> Okay, some good questions. Yeah, >> thanks. Um, uh, yeah. So, unless anyone has any questions for me, I don't have anything. Um, all right. Topics for future meetings. >> Uh, well, we'll bring back the competency. >> Okay. At some point. >> Yep. Um, and, uh, Yep. Great. No. Okay. I move to adjourn at 9:39 p.m. >> Second. >> Uh, all right. We'll give it to Megan. All those in favor. And we are adjourned at 9:30.